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.