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Identifying Commonly Used Literacy Instructional Practices for Students with Extensive Support Needs: Implications from a Control Group Analysis
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Hunt, Pam; Mortier, Kathleen; Aramburo, Corrine; Fleming, Danielle; Balasubramanian, Lakshmi – Education and Training in Autism and Developmental Disabilities, 2022
This study explored the characteristics of commonly used early literacy instruction designed by special education teachers for students with extensive support needs (ESN). The 15 special education teachers and 29 students were participants in a randomized controlled trial investigating the effectiveness of an early literacy intervention developed…
Descriptors: Literacy Education, Special Education Teachers, Students with Disabilities, Student Needs
Five Essential Features of Quality Educational Programs for Students with Moderate and Severe Intellectual Disability: A Guide for Administrators
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Pennington, Robert; Courtade, Ginevra; Jones Ault, Melinda; Delano, Monica – Education and Training in Autism and Developmental Disabilities, 2016
Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…
Descriptors: Educational Quality, Moderate Intellectual Disability, Severe Intellectual Disability, Administrator Role