Observations of Academic Instruction for Students With Significant Intellectual Disability

The authors observed 39 classroom in three states to obtain data on academic instruction for students with significant intellectual disability. The authors reported that observations revealed that teachers lacked age-appropriate materials, and most lessons and work samples required routine and recall responses. When strategic or extended thinking activities were included in lessons, students were able to demonstrate knowledge.

Restorff, Diane E., & Abery, Brian H. (2013). Observations of Academic Instruction for Students With Significant Intellectual Disability – Three States, Thirty-Nine Classrooms, One View. Remedial and Special Education, 34, 282-292.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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