TIES Center Reports: Instructional Practices for Students with the Most Significant Disabilities in Inclusive Settings: A Review of the Literature (#104)

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Part of the TIES Center Reports series.
Author(s)
Alicia F. Saunders, Shawnee Y Wakeman, Elizabeth Reyes, Martha L Thurlow, Terri L Vandercook
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Description

The purpose of this literature review is to extend previous literature reviews to bring the review of literature up-to-date on pedagogical practices for students with the most significant disabilities in inclusive settings. The use of empirically validated instructional practices is pivotal for students with the most significant cognitive disabilities to make academic progress in inclusive settings. This report combines the data from two prior literature reviews with a current literature review (2013 through August, 2019) on academic interventions in inclusive settings with students with the most significant disabilities. This report details the methodology for conducting the review and the findings from the review. It also provides recommendations and implications for practice from these results.

Suggested Citation

TIES Center. (2020). Instructional practices for students with the most significant disabilities in inclusive settings: A review of the literature (TIES Center Report 104). Retrieved from https://ici-s.umn.edu/files/YtCaKA6y-K/tiesreport104.pdf

Details

Date
3/10/2020 
Type
Report 
Edition
Number 104
Contact
Michael L Moore moore031@umn.edu or +1 612-626-0546
Publisher
National Center on Educational Outcomes (NCEO)
Co-publisher
TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Topics

  • Educational accountability and assessment
    • Alternate Assessments
    • Instruction
    • Standards and Accountability
    • Students with Disabilities