Strategies For Students With Severe Disabilities

Rivera-Batiz (1992) stated, “Mathematical achievement of individuals strongly predicts their success later in life.” Watson & Gable (2012) mention that basic academic skill are fundamental to long-term academic success and, on a post-secondary level obtaining employment in a highly competitive job market.” National Longitudinal Transition Study-2 (NLTS-2); ( Newman, et al., 2011) stated that more than three quarters of youth with disabilities test below the mean. Far less information is attainable on mathematics than reading instruction (Gregoire’ & Desoete, 2009). The same report mentioned that 45% of students with disabilities compared to 25% of their typical peers complete a below standard curriculum. What makes mathematics a strong

For the purpose of this research paper, the disability I will address will be autism and the technology will be the use of Tablets to teach a third grade self-contained classroom of students mathematics. This paper will focus on the understanding of the autism disability as it relates to learning and the effectiveness of incorporating the use of Tablets in the classroom to reinforce learning for academic

The third research sub-question in this study described special education teachers’ instructional strategies for using the iPad as an instructional tool to enhance the teaching and learning process for elementary learners with intellectual disabilities. Students with intellectual disabilities poses a vast range of challenges to special education teachers when using the iPad as an instructional tool to enhance the teaching and learning process in classrooms. Using the iPad as an instructional tool to enhance the teaching and learning process for students with intellectual disabilities requires many teaching strategies, most of which are chosen through trial and error. The answer to this final research sub-question was well-versed specifically in theme one: desire for knowledge and theme two: desire for support and guidance.

In regards to educational impact of the impairments, students with severe disabilities have the ability to learn (Snell and Brown, 2011). On the end of the spectrum some educators believe while the purported goal of the Common Core is success for all students. But success for all requires openness towards cognitive diversity, and isn’t so easily standardized, especially for students with special needs and severe disabilities (Beals,

Fletcher, Boon, and Cihak (2010) replicated a previous study (Cihak & Foust, 2008), and worked with three students in middle school, all whom have been diagnosed with moderate intellectual disabilities, in an alternating treatment design study to compare the effectiveness and efficiency of the TouchMath program versus a number line approach for simple addition math facts. Two of the participants exhibited multiple disabilities with a diagnosis of Autism Spectrum Disorder (ASD), as well as with moderate intellectual disabilities. The students were presented two different worksheets, each having one worksheet including Touch Points on the problems, while the other worksheet contained a number line. Researchers taught all students simple addition

The existence of services for students with milder levels of impairment is a relatively recent occurrence. Why do you think this is so?

This essay presents research-based instructional strategies commonly used in classrooms for students with intellectual disabilities. Students with intellectual disabilities learn differently and slower than students without intellectual disabilities. They have trouble learning in school and trouble with everyday life skills. However, they can learn and do learn when taught with the best practices, instructional strategies and principles as presented in this essay.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

From your perspective, what exactly, are we talking about when we say “special education curriculum”? At first I was a little confused about this question. I was thinking about special education curriculum in the terms of an adaptive curriculum. After reading the articles form this module and locating my own article, “special education curriculum” refers to what educators are doing to make the general education curriculum accessible to students with disabilities. Although there have been many changes related to the education of students with disabilities, there is still a noticeable gap in achievement between students without disabilities and students with disabilities (Aron & Loprest, 2012).

I do believe that general education students, who want to participate in extracurricular activities, should be held accountable for their GPA. Participating in these activities is a luxury and should be treated as such. For students with disabilities, however, I think that their participation in these extracurricular activities should be based on the individual student. In my opinion, it is hard to group all of the students with disabilities under one large umbrella GPA, especially with the numerous amounts of disabilities that the students are facing. Instead, I believe that the student’s intellectual ability should be taken into account with the students with disabilities. For example, if a student with a specific learning disability has

According to Instruction of Students with Severe Disabilities (1993) by Martha Snell and Fredda Brown, there is no single definition of severe disabilities. The 2004 Individuals with Disabilities in Education Improvement Act, or IDEIA does not include a category for severe disabilities (Ryndak and Taub, 2014). Nevertheless, throughout professional research, the term severe disabilities is used liberally. Therefore, researchers must establish their interpretation and definition of severe disabilities, to effectively eliminate reader misunderstanding. While severe disabilities are not specifically defined in federal legislation, according to IDEIA, a student is said to have multiple disabilities if he or she has many combined exceptionalities that will cause the child to require accommodations in multiple areas (Ryndak and Taub, 2014).

There were two instructional approaches, Enhanced Anchored Instruction (EAI) and text-based instruction (TBI), compared in this study. Both teaching methods were used to teach sixth-grade middle school students how to solve math problems in technology, special education classes and math classrooms.The purpose of this study was to compare the students math achieves in different academic settings regardless of a disability.

As educators of students with a wide range of abilities, teachers realize the enormity of their role, to cater for, instruct and guide all students within the classroom. While there will always be students who need remediation and specialized learning programs specific to their particular situation. What research has highlighted, is that there many effective teaching principles, methods, and practice that can be applied to support and teach students with numeracy difficulties

Students with learning disabilities often experience more motivational problems than their peers, and by teaching goal setting, students will have access to a strategy they can use to achieve greater motivation and success. The researcher expects the participants to experience increased motivation and self-efficacy, and improved performance in the areas of reading, math, and behavior after learning how to set short-term goals for themselves. If the goal setting strategy proves to be effective, the strategy will be continued beyond the time of the study.