Samantha Gross Toews
Biographic Data
| ID | 9566189 |
|---|---|
| NAME | Samantha Gross Toews |
| GIVEN NAMES | Samantha Gross |
| FAMILY NAME | Toews |
| SIGNATURE | TOEWS S G |
| AFFILIATIONS | University of Kansas |
| ORCID | 0000-0002-0644-2948 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
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…
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’…
Reimagining Education, Learning, and Partnership
Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic intensified educational inequities for students with disabilities, a historically marginalized population in terms of access to quality instruction. Caregivers assumed an integral role in access to education during distance learning, making it critical for school teams to understand caregiver experiences and priorities. The purpose of this study was …
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…
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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…
Reimagining Education, Learning, and Partnership
Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic intensified educational inequities for students with disabilities, a historically marginalized population in terms of access to quality instruction. Caregivers assumed an integral role in access to education during distance learning, making it critical for school teams to understand caregiver experiences and priorities. The purpose of this study was …
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’…
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…
Disability Education and Employment (4 works) · Psychology (4 works) · Family and Disability Support Research (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Linguistics (2 works) · Population (2 works) · Assistive Technology in Communication and Mobility (1 work) · Autism Spectrum Disorder Research (1 work)