A systematic literature review was conducted to determine the effects of reading comprehension instruction beyond vocabulary instruction for students with intellectual disabilities. Database and ancestral searches from 2000 to 2018 were conducted to identify experimental and quasi-experimental studies that were published in peer-reviewed journals.…

Emergent Bilinguals (EB), particularly those of Latino descent, who have a moderate intellectual disability (ID) are arguably one of the most underserved and under researched populations. Although there has been an increase of evidence-based practices for both EBs and students with ID, there are still a limited number of empirical studies of EBs…

Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of…

Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of…

Students with significant cognitive disabilities may participate in states' alternate assessments based on alternate achievement standards (AA-AAS). A growing number of students with significant cognitive disabilities are also English learners (ELs) whose family may use another language in the home. They may only be exposed to English in a school…