Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Elementary School Students | 1 |
| Evidence Based Practice | 1 |
| Foreign Countries | 1 |
| Grade 4 | 1 |
| Graphs | 1 |
| Hearing Impairments | 1 |
| Intellectual Disability | 1 |
| Intervention | 1 |
| Mathematics Skills | 1 |
| Modeling (Psychology) | 1 |
| Prompting | 1 |
| More ▼ | |
Source
| Journal of Special Education | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Japan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKohei Nagayama; Kamiyama Tsutomu; Kazusa Wakabayashi – Journal of Special Education, 2024
Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Special Needs Students
