The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…

Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to…

A review of the literature was conducted to collect information on students with severe disabilities and their capacity to gain literacy skills. Extensive research showed that students with severe disabilities progressed in reading when immersed in systematic literacy instruction encompassing both decoding and phonemic awareness. The Sussex…

The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities' participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the…

Teachers' instructional language is often described as key in facilitating the learning of children with disabilities. This article explored two teachers' instructional language as used in interactions with children with mild and severe language difficulties in one-on-one instructional sessions. The results showed that teachers used more…

Science content remains a commonly overlooked academic content area for students with severe disabilities, including ASD and ID, despite recent research. The purpose of this study was to evaluate the effects of systematic instruction, such as prompting and fading techniques, implemented during whole-group science instruction for students with both…

We summarize three changes in education that have direct relevance for the education of students with severe disabilities: (a) adoption of multi-tiered system of supports as a framework for intervention, (b) delivering educational reform at the "whole school" level, and (c) advances in information technology that are altering the type…

The purpose of this qualitative descriptive study was to explore how teachers described the integrative interactions, practices, and supports implemented as aligning with the IEPs when supporting students with significant and profound cognitive and physical disabilities in the general education environment. This study connected to the social…

This study explored teachers' perspectives of AT use, effectiveness of AT, elements teachers' take into consideration when selecting AT, barriers, and resources needed for effective use of AT with students with severe intellectual and developmental disabilities. In order to answer this study's research questions, I employed a sequential…

In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for…

Background: When supporting learners with severe intellectual disabilities, teaching methods needs to be adapted. Vona du Toit Model of Creative Ability (VdTMoCA) aims to enhance participation and facilitate adaptive responses through targeted intervention principles. This study aimed to develop and evaluate the impact of an intervention programme…

Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…

Access to quality literacy instruction is access to acceptance into the literate community in which students with severe disabilities live and work. Providing that instruction to students with severe disabilities who are not traditional readers and writers can be challenging. Luckily, there are many easy and interactive tools available for…

Virtual Reality is an emerging technology that has not been widely adapted to teach science concepts to students with significant cognitive disabilities (SCD) in part due to teachers' lack of understanding and technical competence. This narrative case study aimed to recount the experiences of teachers of students with SCD as they engage in…

The purpose of this qualitative descriptive study was to explore how special education teachers describe selecting and applying differentiated instructional strategies for students with mild, moderate, to severe disabilities in self-contained classrooms within a school district in Arizona. Jean Piaget's social constructivism theory and Carol Ann…