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Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities
Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population usi...
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Published in: | Education & treatment of children 2013-02, Vol.36 (1), p.1-31 |
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Main Authors: | , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that cite this one |
Online Access: | Get full text |
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Summary: | Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an Early Science curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant's responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities. |
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ISSN: | 0748-8491 1934-8924 1934-8924 |
DOI: | 10.1353/etc.2013.0002 |