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A Qualitative Study of Collaborative Lesson Planning for Teachers of Students with Significant Cognitive Disabilities
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Wendy Lee – ProQuest LLC, 2020
During the generic qualitative research, a system for facilitating collaborative lesson planning for teachers of students with significant cognitive disabilities was developed and studied. The collaborative model allowed teachers to meet both school and district expectations for lesson plans. The purpose of the study, however, was to focus on the…
Descriptors: Cooperative Planning, Lesson Plans, Severe Intellectual Disability, Teacher Attitudes
Effects of Peer-Mediated Instruction with AAC on Science Learning and Communitive Responses of Students with Significant Cognitive Disabilities in Taiwan
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Wu, Ya-ping; Chen, Ming-chung; Lo, Ya-yu; Chiang, Chun-han – Research and Practice for Persons with Severe Disabilities, 2020
This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with…
Descriptors: Foreign Countries, Intervention, Peer Teaching, Augmentative and Alternative Communication
Teaching Science to Pupils with SEND: Using an Evidence-Based Approach
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Watkins, Richard; Apanasionok, Magdalena; Neil, Julie – Primary Science, 2020
In their recent review of special educational needs in schools, the Education Endowment Foundation (EEF, 2020) highlights the fact that teaching strategies that are known to work well for mainstream learners are also likely to be effective for pupils with special educational needs and disabilities (SEND). In this article, the authors explain how…
Descriptors: Students with Disabilities, Special Needs Students, Teaching Methods, Science Instruction
Using Graduated Guidance to Teach Spoon Use to Children with Severe Multiple Disabilities Including Visual Impairment
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Ivy, Sarah E.; Hatton, Deborah D.; Wehby, Joseph H. – Research and Practice for Persons with Severe Disabilities, 2018
Children's skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to…
Descriptors: Severe Disabilities, Multiple Disabilities, Severe Intellectual Disability, Visual Impairments
Preparing Interns to Use Functional Story-Based Instruction to Teach Students with a Severe Intellectual Disability in Rural Schools
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Hyer, Glenda; Cooper-Duffy, Karena – Rural Special Education Quarterly, 2019
The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing…
Descriptors: Elementary School Students, Severe Intellectual Disability, Literacy Education, Hygiene
Online Module plus eCoaching: The Effects on Special Education Teachers' Comprehension Instruction for Students with Significant Intellectual Disability
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Cheek, Aftynne E.; Jimenez, Bree A.; Rock, Marcia L. – Education and Training in Autism and Developmental Disabilities, 2019
Successful text comprehension is a complex task, requiring a variety of cognitive skills and processes that support students in making inferences, integrating information across sentences in text, monitoring understanding, and gaining knowledge about text structure. For students with significant intellectual disability (SID), text comprehension is…
Descriptors: Students with Disabilities, Teaching Methods, Severe Intellectual Disability, Educational Technology