Observations of Academic Instruction for Students With Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View

Author(s)
Diane Restorff, Brian H Abery

Description

As part of the validation process for alternate assessments, 39 classroom observations were conducted to gather data about current practices in providing academic instruction to students with significant intellectual disability. Using a standardized protocol, data were gathered using direct instructional observation, an Individualized Education Program review, and an analysis of student work. We found that teachers lacked age-appropriate materials, and most lessons and work samples required routine and recall responses. When teachers incorporated strategic or extended thinking activities into lessons, students were able to demonstrate their knowledge. The findings are suggested as a snapshot of current practices.

Suggested Citation

Restorff, D., & Abery, B. (2013). Observations of Academic Instruction for Students With Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View. Remedial and Special Education, 34(3), 1–11. https://doi.org/10.1177/0741932512474995

Details

Date
2013 
Type
Peer-Reviewed Article 
Edition
Volume 34, Number 3
Contact
Brian H Abery abery001@umn.edu or +1 612-625-5592
Publisher
Institute on Community Integration