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Effective Mathematics Instruction for Students with Moderate and Severe Disabilities: A Review of the Literature
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Bowman, 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
Using Graduated Guidance to Teach iPad Accessibility Skills to High School Students with Severe Intellectual Disabilities
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Jimenez, Bree A.; Alamer, Khulod – Journal of Special Education Technology, 2018
Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to…
Descriptors: High School Students, Handheld Devices, Educational Technology, Technology Integration
The Use of Response Prompting and Frames for Teaching Sentence Writing to Students with Moderate Intellectual Disability
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Pennington, Robert; Flick, Allison; Smith-Wehr, Kendra – Focus on Autism and Other Developmental Disabilities, 2018
In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention…
Descriptors: Prompting, Teaching Methods, Moderate Intellectual Disability, Time
Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability
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Miller, Bridget T. – ProQuest LLC, 2013
The purpose of this study was to investigate the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students with moderate cognitive disabilities in both science and functional daily activities. The present study contributes to the literature examining guided inquiry methods as a means for student…
Descriptors: Science Process Skills, Scientific Methodology, Inquiry, Self Determination