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

• 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
• ISSN: 2154-1647

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.