NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
"I Never Thought about It": Teaching People with Intellectual Disability to Vote
Peer reviewed Peer reviewed
Direct linkDirect link
Agran, Martin; MacLean, William; Andren, Katherine Anne Kitchen – Education and Training in Autism and Developmental Disabilities, 2015
Despite an increasing commitment in promoting the full inclusion of people with intellectual disability in their communities, it appears that few adults with intellectual disability participate in elections as registered voters. We surveyed a variety of stakeholders about voting by people with intellectual disability using quantitative and…
Descriptors: Intellectual Disability, Voting, Elections, Teaching Methods
Embedded Shared Reading to Increase Literacy in an Inclusive English/Language Arts Class: Preliminary Efficacy and Ecological Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Ruppar, Andrea L.; Afacan, Kemal; Yang, Yeuwn-Lann; Pickett, Kelly J. – Education and Training in Autism and Developmental Disabilities, 2017
Learning in general education contexts enhances access to general curriculum content for students with disabilities. However, few intervention studies focused on general education content have been conducted in general education settings. The current study provides preliminary evidence of the effectiveness of a literacy intervention using…
Descriptors: Literacy, Inclusion, Language Arts, Correlation
Comparison of Direct Instruction and Simultaneous Prompting Procedure on Teaching Concepts to Individuals with Intellectual Disability
Peer reviewed Peer reviewed
Direct linkDirect link
Celik, Semiha; Vuran, Sezgin – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this study was to compare the efficiency, effectiveness, maintenance effects and social validity of two instructional methods, Direct Instruction and Simultaneous Prompting Procedure, on teaching concepts (long, old, few and thick) using a parallel treatments design. All sessions were conducted at a private special education center…
Descriptors: Direct Instruction, Prompting, Teaching Methods, Comparative Analysis
Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball
Peer reviewed Peer reviewed
Direct linkDirect link
Lo, Ya-yu; Burk, Bradley; Burk, Bradley; Anderson, Adrienne L. – Education and Training in Autism and Developmental Disabilities, 2014
The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who…
Descriptors: Prompting, Video Technology, Moderate Mental Retardation, Team Sports
Impact of the "Self-Determined Learning Model of Instruction" on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination
Peer reviewed Peer reviewed
Direct linkDirect link
Shogren, Karrie A.; Plotner, Anthony J.; Palmer, Susan B.; Wehmeyer, Michael L.; Paek, Youngshil – Education and Training in Autism and Developmental Disabilities, 2014
Promoting student self-determination is recognized as a key component of effective transition supports and services for youth with disabilities. This study examined differences in teacher perceptions of student capacity and opportunity for self-determination over the course of an academic year based on teacher assignment to a treatment group that…
Descriptors: Self Determination, Disabilities, Teacher Attitudes, Ability
Promoting the Self-Determination of Elementary and Secondary Students with Disabilities: Perspectives of General and Special Educators in Korea
Peer reviewed Peer reviewed
Direct linkDirect link
Seo, Hyojeong – Education and Training in Autism and Developmental Disabilities, 2014
This paper reports findings from a survey of Korean special and general education teachers (n = 328) regarding the extent to which they value and deliver instruction to promote the self-determination of students with disabilities in their classrooms. The findings include (a) descriptive statistics summarizing the outcomes of questionnaire items,…
Descriptors: Foreign Countries, Teacher Surveys, Special Education Teachers, General Education