Viewpoints on interventions for students with extensive and pervasive support needs

Jennifer Kurth, Alison Zagona, Amanda Miller, Michael Wehmeyer

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations


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.

Original languageEnglish (US)
Title of host publicationAdvances in Special Education
PublisherEmerald Group Publishing Ltd.
Number of pages25
StatePublished - 2018

Publication series

NameAdvances in Special Education
ISSN (Print)0270-4013


  • Access
  • Assessment
  • Extensive support needs
  • Inclusive education
  • Individualized education program
  • Severe disability
  • Strengths-based

ASJC Scopus subject areas

  • Education
  • Clinical Psychology


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