Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability

There is a great need for new innovative tools to integrate individuals with intellectual disability into educational experiences. This multiple baseline study examined the effects of various adaptations for improving factual and inferential comprehension of non-fiction videos by six postsecondary s...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2014-03, Vol.49 (1), p.45-59
Main Authors: Evmenova, Anya S., Behrmann, Michael M.
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Academic education
Autism
Autistic disorder
Behavior
Children
College Students
Community Based Instruction (Disabilities)
Comprehension
Curricula
Developmental disabilities
Disabilities
Education
Handicapped accessibility
Individuals with Disabilities Education Improvement Act 2004
Instructional Effectiveness
Intellectual disability
Interactive Video
Intervention
Learning
Media Adaptation
Mental Retardation
Narration
No Child Left Behind Act 2001
Preschool Children
Reading
Semi Structured Interviews
Special education
Special needs students
Student Attitudes
Students with disabilities
Studies
Teachers
Technology Uses in Education
United States (Mid Atlantic States)
Video clips
Video Technology
Wechsler Adult Intelligence Scale
Wechsler Intelligence Scale for Children
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Summary:There is a great need for new innovative tools to integrate individuals with intellectual disability into educational experiences. This multiple baseline study examined the effects of various adaptations for improving factual and inferential comprehension of non-fiction videos by six postsecondary students with intellectual disability. Video adaptations included alternative narration, two types of captions (highlighted text and picture/word-based), and interactive video searching for answers. According to the visual and statistical analyses, students performed significantly better with adapted and interactive video clips. There was no difference between the types of captions. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial.
ISSN:2154-1647