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A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability
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Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
Conditions That Facilitate Music Learning among Students with Special Needs: A Mixed-Methods Inquiry
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Gerrity, Kevin W.; Hourigan, Ryan M.; Horton, Patrick W. – Journal of Research in Music Education, 2013
The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that…
Descriptors: Mixed Methods Research, Special Needs Students, Music, Music Education
The Effects of a Special Education Electronic Data System: How Urban Special Education Teachers in K-8 Settings Use Data to Create Knowledge
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Meller, Jennifer T. – ProQuest LLC, 2011
While there has been some research detailing the difficulties that special educators have with compiling the complex paperwork required by the federal Individuals with Disabilities Education Act (IDEA) mandate, little has been written about how technology weighs into this framework, or how teachers use data to assist with their instructional…
Descriptors: Special Education, Special Education Teachers, Special Needs Students, Urban Schools