For students with extensive support needs, being able to solve multi-step mathematical problems involving purchasing skills is essential for increasing financial independence. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on independent mathematical problem-solving skills of postsecondary students with developmental disabilities. Three students were taught percent increase (i.e., tip or tax) word problems contextualized within real-world settings to make purchases. Generalization to a community location (i.e., coffee shop) and students' maintenance of their mathematical problem-solving skills were measured. Findings from the single-case nonconcurrent multiple baseline design across participants indicated that all three students demonstrated an upward trend for independent mathematical problem-solving skills of percent increase word problems following implementation of the intervention. Students improved their ability to generalize these skills to a community setting and maintained their skills following mastery of the intervention. Implications for practice and areas for future research are discussed.
Literacy is crucial for academic, social, and personal development, yet individuals with intellectual disabilities (ID) often face significant cognitive, linguistic, and educational barriers. This may be exacerbated within bilingual contexts. This scoping review focused on mapping recent literature on literacy practices for bilingual learners with ID. The scope was to identify effective instructional strategies and possible barriers to literacy intervention. The search included empirical studies on literacy practices in ID within bilingual/multilingual settings, published between 2020 and 2025. Eighteen studies met the inclusion criteria and were analyzed descriptively. The analysis revealed six thematic areas: family-driven bilingual literacy, educator experiences, cross-linguistic learning, evidence-based literacy instruction, innovation in literacy tools, and inclusive bilingual education settings. Findings indicated the benefits of bilingual literacy instruction, specifically in cross-linguistic transfer effects in phonological awareness and decoding. However, systemic barriers were also identified. These included inadequate educator preparation and over-reliance on monolingual assessments. The review highlights the potential for inclusive, linguistically diverse interventions. Future research should explore holistic, collaborative, and methodologically diverse evidence-based approaches to stimulate better skills and implement effective practices for multilingual learners with ID.
The current study investigated a collaborative planning process and a unit priority planning tool to support special education teachers in developing strategic plans to include students with extensive support needs in the general education curriculum. We examined how teachers applied the skills introduced in the teacher training intervention and the collaborative planning tool to identify and design supports for a student with extensive support needs in a general education instructional unit and assessed how they perceived the implementation of the planning process after using the unit priority planning tool. Following the implementation, a 28-item survey was administered to participants to reflect on their planning and instructional activities. Responses were examined using descriptive statistics, and open-ended survey responses were analyzed qualitatively using a reflexive thematic approach. Most participants reported they planned additional opportunities for specially designed instruction. Many participants found the planning process impactful, reporting positive outcomes for their students. However, some participants reported challenges related to the amount of time available for collaboration with general education teachers and access to information about the general education curricula as barriers to successful planning.
To better understand current tangible symbol usage in the United States, we conducted an online survey of direct service providers and family members. Questions focused on demographics of respondents, where and with whom tangible symbols were used, how they implemented tangible symbols, perceived limitations and suggestions related to commercially available tangible symbols, and training resources and needs. We analyzed results from 107 respondents, including 59 service providers who have implemented a commercially available universal tangible symbol set with emergent communicators, using descriptive statistics. Respondents included a range of provider types who all implemented tangible symbols with individuals with visual impairment and a variety of additional diagnoses, but only three family members. Our results demonstrated that implementation approaches varied, and tangible symbols for choices and schedules were most likely to be used, though learners relied on other communication forms as well. Respondents indicated that they value standardization and individualization, noting that they have the capacity to use both approaches to tangible symbol selection. We share implications for designing tangible symbols and developing professional training.
The purpose of this literature review was to identify the social studies skills and levels of learning taught to students with moderate-to-severe disabilities (SWMSD) using the National Council for the Social Studies (NCSS) disciplines, to determine the extent to which the studies met the Council for Exceptional Children’s (CEC) quality indicators for methodologically sound research, and to identify the evidence-based classification for each instructional practice. A total of 15 studies met the quality indicators for methodologically sound research. This review revealed that social studies content was taught across all NCSS disciplines, including history, geography, economics, and civics. The levels of learning addressed in social studies instruction were primarily conceptual and factual; few studies included procedural or investigative skills. No individual instructional practice could be classified as an evidence-based practice for teaching social studies to SWMSD, according to CEC criteria. However, six practices were identified as potentially evidence-based practices: the system of least prompts, constant time delay, simultaneous prompting, graphic organizers, video modeling, and the structured inquiry model. Future research, limitations, and recommendations for practice are discussed.
