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Use of Visual Supports to Increase Task Independence in Students with Severe Disabilities in Inclusive Educational Settings
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Annamarie 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