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Direct linkHowley, Aimee; Allan, Darcey M.; Howley, Nora L.; Furst, Tanis – Mid-Western Educational Researcher, 2023
Across the United States, State Education Agencies (SEAs) are using tiered strategies, such as Multi-Tiered System of Supports (MTSS) frameworks, to ensure that all students, including diverse learners, receive equal, high-quality education. However, little is known about the extent to which SEAs are encouraging use of MTSS to address the needs of…
Descriptors: Multi Tiered Systems of Support, Educational Policy, Educational Practices, Comparative Analysis
Download full textBowman, Jessica A.; McDonnell, John; Ryan, Joanna H.; Fudge-Coleman, Olivia – Focus on Autism and Other Developmental Disabilities, 2019
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…
Descriptors: Mathematics Instruction, Severity (of Disability), Moderate Intellectual Disability, Severe Intellectual Disability
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
Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
Liu, Kristin K.; Thurlow, Martha L.; Quenemoen, Rachel F. – National Center on Educational Outcomes, 2015
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…
Descriptors: Intellectual Disability, Severity (of Disability), English Language Learners, Severe Intellectual Disability
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
