@inbook{6026f9b7901644fab77de42403aa560b,
title = "Viewpoints on interventions for students with extensive and pervasive support needs",
abstract = "This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.",
keywords = "Access, Assessment, Extensive support needs, Inclusive education, Individualized education program, Severe disability, Strengths-based",
author = "Jennifer Kurth and Alison Zagona and Amanda Miller and Michael Wehmeyer",
note = "Publisher Copyright: {\textcopyright} 2018 by Emerald Publishing Limited All rights of reproduction in any form reserved.",
year = "2018",
doi = "10.1108/S0270-401320180000033007",
language = "English (US)",
series = "Advances in Special Education",
publisher = "Emerald Group Publishing Ltd.",
pages = "143--167",
booktitle = "Advances in Special Education",
}