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Download full textBenson, Victoria K.; Wakeman, Shawnee Y.; Wood, Charles L.; Muharib, Reem – Journal of Special Education Apprenticeship, 2021
This preliminary study investigated the effects of using picture-based task analyses and an iPad to teach students with intellectual disability how to send and reply to emails. Three middle-school-aged students with intellectual disability as well as three peers without disabilities participated in this investigation. The intervention consisted of…
Descriptors: Handheld Devices, Telecommunications, Students with Disabilities, Moderate Intellectual Disability
Direct linkAnnamarie Cohen; MaryAnn Demchak – Education and Training in Autism and Developmental Disabilities, 2018
The present study sought to determine if systematically teaching the use of visual supports to three students identified as having moderate to severe disabilities resulted in improved task completion and independence in general education settings. For each participant, a visual support system delineated a multi-step task, which prior to the…
Descriptors: Severe Disabilities, Intellectual Disability, General Education, Developmental Disabilities
Courtade, Ginevra R.; Lingo, Amy S.; Whitney, Todd – Rural Special Education Quarterly, 2013
The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of…
Descriptors: Regular and Special Education Relationship, Story Telling, Teaching Methods, Moderate Intellectual Disability
