Jennifer A Kurth
Datos Biográficos
| ID | 6589617 |
|---|---|
| NOMBRE | Jennifer A Kurth |
| NOMBRES | Jennifer A |
| APELLIDO | Kurth |
| FIRMA | KURTH J A |
| AFILIACIONES | University of Kansas |
| ORCID | 0000-0002-5947-7642 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 7 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Academic Experiences of Students With Complex Communication Needs
Students with complex communication needs (CCN) are guaranteed the right to a free and appropriate public education as well as the supports necessary to make progress in the general education curriculum. However, students with CCN are at risk of not receiving the support needed to fully participate in academic instruction. The purpose of this study was to investigate the academic experiences of students with CCN to understand how they participate…
Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisit…
Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs
School‐wide positive behavioral interventions and supports (PBIS) is a multi‐tiered system of supports that promotes a safe and equitable school environment by supporting the social, emotional, and behavioral needs of all students, including those with extensive support needs (ESN). Research suggests not all students with ESN access and meaningfully participate in all aspects of PBIS, in part due to teachers' misconceptions and negative beliefs c…
Teachers’ Insights on Cultivating Inclusive Education for Students with Complex Support Needs
Background/Context: This qualitative study investigates teachers’ perspectives on providing inclusive services for students with complex support needs. Using a Disability Studies in Education (DSE) framework, the research focuses on understanding the challenges and strategies associated with promoting inclusive education, with attention to issues of social justice and equity. The study draws on the experiences of 11 teachers enrolled in a master’…
Achieving teacher agency for inclusive education
Photovoice research with disabled girls of color
Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included in conversations focused on transforming school systems and practices, even though they have solutions for educational equity and justice. Grounded in intersectionality and critical spatial theory, this study expands current understandings of how school…
Cracks in the Continuum
Background/Context Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis…
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Photovoice research with disabled girls of color
Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included in conversations focused on transforming school systems and practices, even though they have solutions for educational equity and justice. Grounded in intersectionality and critical spatial theory, this study expands current understandings of how school…
Cracks in the Continuum
Background/Context Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis…
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Photovoice research with disabled girls of color
Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included in conversations focused on transforming school systems and practices, even though they have solutions for educational equity and justice. Grounded in intersectionality and critical spatial theory, this study expands current understandings of how school…
Teachers’ Insights on Cultivating Inclusive Education for Students with Complex Support Needs
Background/Context: This qualitative study investigates teachers’ perspectives on providing inclusive services for students with complex support needs. Using a Disability Studies in Education (DSE) framework, the research focuses on understanding the challenges and strategies associated with promoting inclusive education, with attention to issues of social justice and equity. The study draws on the experiences of 11 teachers enrolled in a master’…
Achieving teacher agency for inclusive education
Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisit…
Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs
School‐wide positive behavioral interventions and supports (PBIS) is a multi‐tiered system of supports that promotes a safe and equitable school environment by supporting the social, emotional, and behavioral needs of all students, including those with extensive support needs (ESN). Research suggests not all students with ESN access and meaningfully participate in all aspects of PBIS, in part due to teachers' misconceptions and negative beliefs c…
Academic Experiences of Students With Complex Communication Needs
Students with complex communication needs (CCN) are guaranteed the right to a free and appropriate public education as well as the supports necessary to make progress in the general education curriculum. However, students with CCN are at risk of not receiving the support needed to fully participate in academic instruction. The purpose of this study was to investigate the academic experiences of students with CCN to understand how they participate…
Psychology (7 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Disability Education and Employment (5 obras) · Sociology (5 obras) · Special education (4 obras) · Family and Disability Support Research (3 obras) · Teacher education (3 obras) · Agency (philosophy (2 obras) · Assistive Technology in Communication and Mobility (2 obras)