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Direct linkSpooner, Fred; McKissick, Bethany R.; Knight, Victoria F. – Research and Practice for Persons with Severe Disabilities, 2017
The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize,…
Descriptors: Evidence Based Practice, Severe Disabilities, Educational Strategies, Daily Living Skills
Spooner, Fred; Kemp-Inman, Amy; Ahlgrim-Delzell, Lynn; Wood, Leah; Ley Davis, Luann – Research and Practice for Persons with Severe Disabilities, 2015
Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence,…
Descriptors: Handheld Devices, Severe Disabilities, Elementary School Students, Generalization
Spooner, Fred; Ahlgrim-Delzell, Lynn; Kemp-Inman, Amy; Wood, Leah A. – Research and Practice for Persons with Severe Disabilities, 2014
Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of…
Descriptors: Autism, Elementary School Students, Teaching Methods, Educational Technology
