Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student’s academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.

尽管许多重度残疾学生入读普通教育课堂，但普通教育工作者很少接受有关支持这些学生的学术和社会参与的强有力的培训和指导。在参与者设计中进行了多次调查，以评估协作计划和咨询框架对四名严重残疾中学生的学业参与以及他们从普通教育者那里获得的教学行为的有效性。干预方案增加了每个重点学生的课堂参与度，并改变了一些普通教育者针对这些学生的教学行为类型。