ERIC Number: EJ1019898
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 26
Observations of Academic Instruction for Students with Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View
Restorff, Diane E.; Abery, Brian H.
Remedial and Special Education, v34 n5 p282-292 Sep-Oct 2013
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.
Descriptors: Special Education, Federal Legislation, Educational Legislation, Accountability, Observation, Teaching Methods, Alternative Assessment, Individualized Education Programs, Special Education Teachers, Teacher Surveys, Student Characteristics, Measures (Individuals), Faculty Development, Interviews, Mental Retardation
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001