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A Descriptive Study on Reading Instruction Provided to Students with Intellectual Disability
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Dessemontet, Rachel Sermier; Linder, Anne-Laure; Martinet, Catherine; Martini-Willemin, Britt-Marie – Journal of Intellectual Disabilities, 2022
Little is known about the content and quality of reading instruction provided to students with intellectual disability. This study aimed to describe the reading instruction provided to students with intellectual disability who were not yet readers in self-contained elementary classrooms. The teachers of 24 classrooms participated in the study.…
Descriptors: Reading Instruction, Students with Disabilities, Intellectual Disability, Self Contained Classrooms
An Exploration of Task Independence for High School Students in a Self-Contained Classroom Using Structured Work Systems
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Otto, Lorinda – ProQuest LLC, 2020
This study investigated the effects of a method to support higher levels of independent performance and generalization of skills using a structured work system with a visual schedule when teaching online task completion skills to high school students with ASD and intellectual disabilities. Students with ASD and intellectual disabilities are…
Descriptors: High School Students, Self Contained Classrooms, Students with Disabilities, Autism Spectrum Disorders
Teaching Strategies Leading to Success in Self-Contained Classrooms
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Sonja Robinson-Madden – ProQuest LLC, 2020
This applied dissertation addressed the strategies used in self-contained classrooms that lead to the success of students with intellectual disabilities in Jamaica. The study was prompted by the poor performance of primary schools in teaching delivery as evidenced in the National Inspectorate Report. The views of successful teachers were collated…
Descriptors: Foreign Countries, Students with Disabilities, Intellectual Disability, Success
UDL and Intellectual Disability: What Do We Know and Where Do We Go?
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Rao, Kavita; Smith, Sean J.; Lowrey, K. Alisa – Intellectual and Developmental Disabilities, 2017
As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research…
Descriptors: Access to Education, Intellectual Disability, Literature Reviews, Intervention
Using Video Prompting with Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination
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Wu, Pei-Fang; Cannella-Malone, Helen I.; Wheaton, Joe E.; Tullis, Chris A. – Focus on Autism and Other Developmental Disabilities, 2016
Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the…
Descriptors: Adolescents, Males, Intellectual Disability, Developmental Disabilities
Models for Effective Service Delivery in Special Education Programs
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Epler, Pam; Ross, Rorie – IGI Global, 2015
Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…
Descriptors: Models, Delivery Systems, Special Education, Academic Support Services