ERIC Number: EJ970682
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability
Jimenez, Bree A.; Browder, Diane M.; Spooner, Fred; Dibiase, Warren
Exceptional Children, v78 n3 p301-317 Spr 2012
There has been limited research on the acquisition of grade-aligned science skills for students with moderate intellectual disability, with even more restriction on academic skills in inclusive settings. This study examined the effects of peer-mediated time-delay instruction to teach inquiry science and use of a knowledge chart to students with moderate intellectual disability in an inclusive setting. Six general education peers implemented an embedded constant time-delay procedure during three science units with 5 students with moderate intellectual disability. All 5 students increased the number of correct science responses across all science units. Three students required additional support by the special education teacher to reach mastery. In addition, all 6 peers were able to implement the intervention with high fidelity, while maintaining science grades at preintervention levels. High levels of social validity were reported. (Contains 1 table and 6 figures.)
Descriptors: Moderate Mental Retardation, Special Education Teachers, Inclusion, Academic Ability, Peer Teaching, Science Instruction, Inquiry, Units of Study, Intervention, Validity, Teaching Methods
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080014