Abstract from:

Attitudes About Educational and Related Services Provision for Students with Deaf-Blindness and Multiple Disabilities

Determining and providing educational support services has long been considered a crucial component of an appropriate education for many students with disabilities. This continues to be true as increasing numbers of students with severe or multiple disabilities are learning in general education classrooms and other integrated settings. Over the past two decades exemplary and promising practices regarding support services have been shifting away from models that are specialist-reliant and toward those that rely more on natural supports. This study explored attitudes regarding educational and related services provision practices from the perspective of professionals and parents (n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents' agreements and disagreements with exemplary practices as well as differences across subgroups and within teams. Analyses suggest some important internal inconsistencies regarding important service provision practices as well as gaps that continue to exist between existing attitudes and proposed exemplary practices.
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