Integrating Functional and Academic Goals Into Literacy Instruction for Adolescents With Significant Cognitive Disabilities Through Shared Story Reading

2013 ◽  
Vol 38 (3) ◽  
pp. 157-172
Author(s):  
Carly A. Roberts ◽  
Melinda M. Leko
Keyword(s):  
Literacy Instruction ◽  
Cognitive Disabilities ◽  
Academic Goals ◽  
Story Reading ◽  
Significant Cognitive Disabilities ◽  
Shared Story Reading

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

2020 ◽  
Vol 45 (3) ◽  
pp. 178-195
Author(s):  
Ya-ping Wu ◽  
Ming-chung Chen ◽  
Ya-yu Lo ◽  
Chun-han Chiang
Keyword(s):  
Augmentative And Alternative Communication ◽  
Science Learning ◽  
Teaching Strategy ◽  
Cognitive Disabilities ◽  
Multiple Baseline ◽  
Alternative Communication ◽  
Peer Tutors ◽  
School Students ◽  
Significant Cognitive Disabilities ◽  
Communication Modes

This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.

A Four-Step Process for Accessing the General Curriculum for Students with Significant Cognitive Disabilities

2006 ◽  
Vol 38 (5) ◽  
pp. 20-27 ◽  
Author(s):  
Jean Clayton ◽  
Michael Burdge ◽  
Anne Denham ◽  
Harold L. Kleinert ◽  
Jacqui Kearns
Keyword(s):  
Cognitive Disabilities ◽  
General Curriculum ◽  
Step Process ◽  
Significant Cognitive Disabilities

Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
James R. Thompson ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren
Keyword(s):  
Grade Level ◽  
Cognitive Disabilities ◽  
Inclusive Classrooms ◽  
Alternate Assessment ◽  
Classroom Teachers ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
Diverse Classrooms ◽  
General Classroom ◽  
Widespread Agreement

Abstract Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

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