Inclusive Social Studies Content Instruction for Students with Significant Intellectual Disability Using Structured Inquiry-Based Instruction

Autor/inn/en	Ryan, Joanna; Jameson, J. Matt; Coleman, Olivia Fudge; Eichelberger, Carrie; Bowman, Jessica A.; Conradi, Lyndsey Aiono; Johnston, Susan S.; McDonnell, John
Titel	Inclusive Social Studies Content Instruction for Students with Significant Intellectual Disability Using Structured Inquiry-Based Instruction
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 4, S.420-436 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Severe Intellectual Disability; Inquiry; Social Studies; Teaching Methods; Paraprofessional School Personnel; Inclusion; Instructional Effectiveness; Junior High School Students; Memory; Teacher Attitudes; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Unterrichtserfolg; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Gedächtnis; Lehrerverhalten
Abstract	A high-quality education in the social studies is recommended by the National Council for the Social Studies to promote civic competence and democratic participation for school system graduates. Currently, limited empirical information exists to inform social studies instruction for students with significant intellectual disability (SID), especially within inclusive academic settings. Effective content instruction in social studies areas, aligned to the general academic curriculum and presented in the general setting, may help to improve post-school outcomes for students with SID. A multiple probe across participants single case design was used to determine the effectiveness of paraprofessional-implemented inquiry-based social studies instruction, presented within an embedded trial distribution schedule in general education classrooms. Study results suggest that this method of instruction had a positive effect on recall of information presented during history lessons for three junior high school students with intellectual disability. After repeated practice, students showed improvements in recall of information when using the structured inquiry-based instructional framework without direct instruction. Paraprofessionals and general education teachers generally found the intervention to be effective and acceptable. Implications for classroom practice and for future research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01