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ERIC Number: EJ1117457
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0749-4025
Strategy Instruction versus Direct Instruction in the Education of Young Adults with Intellectual Disabilities
Blik, H.; Harskamp, E. G.; Naayer, H. M.
Journal of Classroom Interaction, v51 n2 p20-35 2016
In the Netherlands, students with intellectual disabilities (ID) attend practical education (PE). Teachers generally use demonstration as a form of direct instruction (DI) and students have difficulty working independently. Strategy instruction (SI) is a question-answer-based method that stimulates students' autonomy by getting them to verbalize task strategies. A small scale teaching experiment involving a total of 33 students (aged 14 to 15 in four classes at two schools) was conducted. Classes were randomly assigned to SI or DI. Students who received SI had higher quality post-test assignments and were able to verbalize them better than students in the DI group.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A