An experimental design was used to evaluate the effects of a classroom-based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one-dollar-more purchasing strategy. The experimental group students (n = 12) completed the intervention first,and the control group participants…

Teaching science education has remained limited for students with intellectual and developmental disabilities (IDD), which, in turn, has resulted in an ongoing discrepancy between these students and their typically developing peers for decades. Although there is a growing body of research in effective teaching approaches aimed at overcoming this…

This study aimed to compare the effectiveness and efficiency of the model-lead-test (MLT) and video modeling (VM) methods in teaching individuals with ID how to access and use the services provided by the Turkish state in digital environments. Four individuals participated in the study, in which the adapted alternating treatments design, one of…

Individuals with intellectual and developmental disabilities (IDD) have a significantly lower employment rate than those without disabilities. One promising intervention for improving employment outcomes is video-based instruction. The purpose of this systematic review was to examine the application of video-based instruction (VBI) to teach…

Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares…

Identifying a special education teacher's primary role has been complicated by competing legislative demands emphasizing every student's academic achievement in the general education curriculum versus some students' needs for individualized instruction that addresses their noteworthy academic achievement deficits. One result is that school…

Background and aims: Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore…

Teaching students with intellectual and development disabilities (IDD) can often be a difficult and complex job. Teachers frequently rely on educational support staff or paraprofessionals to assist in the classroom in a variety of ways. However, paraprofessionals are unlikely to come into the classroom with the knowledge and skills needed to…

Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13-24 years. Forty-two articles met the inclusion criteria and were…

Researchers have found that teachers do not always understand how to educate students with dyslexia. The research problem addressed in this study was this gap in knowledge leading to a gap in practice regarding teaching students with dyslexia. The purpose of this basic qualitative study was to examine how and if third-grade general education…

Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…

Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities -- including those with intellectual and developmental disabilities -- struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline…

Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case…

One of the most persistent areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change--a tested and confirmed learning…