ERIC Number: EJ1054533
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 58
Evidence-Based Practices for Learners with Severe Intellectual Disability
Courtade, Ginevra R.; Test, David W.; Cook, Bryan G.
Research and Practice for Persons with Severe Disabilities, v39 n4 p305-318 Dec 2014
Because of their highly intensive and variable learning needs, learners with severe intellectual disability present significant challenges to special educators and other stakeholders in terms of selecting and implementing effective instructional practices. Although scholars have made considerable progress in conducting and synthesizing research necessary to identify evidence-based practices (EBPs), much work remains to enable evidence-based reforms to broadly improve instruction and outcomes for learners with severe intellectual disability. In this article, we describe the importance of evidence-based reforms for learners with severe intellectual disability; discuss advances in the identification of EBPs for these learners, including a summary of the interventions identified as EBPs for this population in the professional literature and by online resources; and conclude with recommendations for improving the identification and implementation of EBPs for this population.
Descriptors: Evidence, Best Practices, Severe Mental Retardation, Disability Identification, Reading Skills, Mathematics Skills, Science Process Skills, Academic Ability, Electronic Libraries, Educational Resources, National Standards, Professional Development, Research Needs, Vocabulary, Access to Information, Program Implementation, Educational Practices, Educational Strategies
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
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