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Self-Contained Special Educators' Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes
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Coleman, Olivia Fudge; McDonnell, John; Bowman, Jessica; Eichelberger, Carrie; Ryan, Joanna; Conradi, Lyndsey Aiono – Exceptionality, 2023
Teachers' perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education…
Descriptors: Self Contained Classrooms, Special Education Teachers, Teacher Attitudes, Inclusion
Manipulating Algebra: Comparing Concrete and Virtual Algebra Tiles for Students with Intellectual and Developmental Disabilities
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Long, Holly; Bouck, Emily; Domka, Anna – Exceptionality, 2021
Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete -- with scaffolds added by researchers -- and virtual algebra tiles -- with inherent scaffolds -- to support the acquisition, fluency, and generalization of linear…
Descriptors: Algebra, Mathematics Instruction, Students with Disabilities, Intellectual Disability
A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability
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Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
Self-Regulated Strategy Development and Generalization Instruction: Effects on Story Writing and Personal Narratives among Students with Severe Emotional and Behavioral Disorders
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Adkins, Mary H.; Gavins, Marva V. – Exceptionality, 2012
The effects of Self-Regulated Strategy Development (SRSD) and generalization instruction with 3 second and third grade students with severe emotional/behavioral disorders, in one self-contained classroom were examined. The effects of the intervention on multiple measures of story writing were examined at baseline, postinstruction and maintenance.…
Descriptors: Self Efficacy, Behavior Disorders, Intervention, Generalization