This is an article from the Add*Ed Research Group's inaugural edition of their magazine, ADD*ED Research in Inclusive Education.
Text Access for High School Students with Moderate Intellectual Disabilities
Shurr, J., & Taber-Doughty, T. (2017). The picture plus discussion intervention: Text access for high school students with moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 32(3), 198-208. http://doi.org/10.1177/1088357615625056
By Haley Clark
This study explored how the use of the simple Picture Plus Discussion (PPD) technique can improve text comprehension for high school students with intellectual disability. This research focused on how PPD impacts students' understanding of age-appropriate texts across different types of reading material.
Breaking Down the Research
The study involved three high school students, aged 18-19, with intellectual disability, who were enrolled in a specialized program within a general high school. Using a single case multiple-probe across texts design, the researchers studied the effects of the PPD method while reading short grade-level texts such as a newspaper, employee handbook, or leveled reading passage. The PPD method involved showing students photos related to the text content, discussing the images, reading the text aloud, and then engaging in further discussion based on the visuals and text content.
What Did They Discover?
The researchers found that the PPD intervention positively impacted the students' comprehension. All three students showed improvements in their ability to recall stories. They also increased the number of relevant ideas and words used when discussing the texts. This improvement was consistent across various types of texts, including short informational stories, newspapers, and handbooks.
What Does This Mean for Educators?
This research suggests that PPD can be an effective tool for enhancing comprehension and engagement for students with intellectual disability. Educators can consider implementing PPD techniques, along with other picture-based or read-aloud strategies, to support students in accessing a variety of texts.
Key Takeaways
While reading skills such as decoding and letter sounds represent an important academic and life skill, comprehension of texts read and heard aloud are critically important. Adapted resources currently exist to allow students with low reading skills access to age-appropriate texts, sometimes referred to as “high interest/ low level” books. While these can be helpful for increased access, adaption can sometimes limit the full content and context. This research demonstrates the benefit of such user-friendly supports as PPD to enhance comprehension and engagement for high school students with intellectual disability on unadapted texts.
Virtual Money Tool Helps Students with Disabilities Improve Math Skills
By Akomaye Undie
Long, H. M., Bouck, E. C., & O’Reilly, C. (2023). Just dollars and cents: Making change via a virtual money manipulative. Rural Special Education Quarterly, 43(1), 14–25. https://doi.org/10.1177/87568705231216449
A recent study explored how a virtual money tool can help high school students with intellectual and developmental disabilities (IDDs) improve their math skills, specifically in making change. This study is particularly relevant for students in rural areas, where access to resources might be limited.
Breaking Down the Research
The study involved three high school students with IDDs who used a virtual money manipulative in an online setting using a single-case multiple-probe across participants design. Researchers presented math problems that required the students to make change, using both oral instructions and written math notation on a virtual whiteboard. The researchers guided the students through the process of representing money with dollars and coins, gradually reducing the amount of help provided as the students gained more confidence.
What Did They Discover?
The study found that all three students improved their ability to solve change-making math problems. Over time, they became more accurate and required less help. Notably, these improvements continued even after the study ended, indicating that the virtual tool was effective in supporting their learning and maintain their gains.
What Does This Mean for Educators?
For teachers, particularly those working with students who have intellectual and developmental disabilities, this study suggests that virtual money tools could be a useful addition to math instruction. By incorporating this approach into lessons, educators might help students develop important skills in handling money more effectively and independently.
Key Takeaways
Math skills are essential to everyday life and for increasing academic skills and knowledge. While tangible math manipulatives have been a staple of instruction for decades, virtual manipulatives are increasingly accessible and useful for classroom instruction. This study shows that virtual money tools can help students with IDDs improve their math skills, particularly in making change. The use of these tools in teaching could provide valuable support for students as they work on these practical math skills.
Enhancing Educational Assistant Training: Insights for Supporting Students with Autism
By Adrianna Arsenault
Walker, V. L., Coogle, C., Mickelson, A., & Masud, A. B. (2024). Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision. Focus on Autism and Other Developmental Disabilities, 0(0). https://doi.org/10.1177/10883576241232887
This recent study offers valuable insights into the experiences of educational assistants (referred to in this article as “paraprofessionals”) who support students with Autism. By examining educational assistants’ perspectives on their own knowledge, skills, training, and challenges, this research highlights areas for improving training and support.
Breaking Down the Research
The study analyzed responses from nearly 500 educational assistants who shared their experiences through three open-ended questions. The researchers focused on how educational assistants described their skills, training received, and the challenges they faced in supporting students with autism.
What Did They Discover?
The research identified three main themes:
- Training Challenges: Many educational assistants reported that their training was limited, often too brief, and not always relevant to their specific roles. Some sought additional training on their own to bridge these gaps.
- Skills and Knowledge: Educational assistants often developed their skills through hands-on experience, working with a diverse range of students. Personal experiences, such as having a family member with autism or a related background in healthcare, also contributed to their knowledge.
- Collaboration Issues: Educational assistants faced challenges in working with other professionals and families. Confusion about roles and responsibilities often led to difficulties in collaboration, with educational assistants sometimes acting as primary instructors without adequate support.
What Does This Mean for Educators?
This research underscores the need for more tailored and comprehensive training for educational assistants. Such enhancements in training could include coaching, one-one-on support, modeling, and performance-based feedback. Additionally, educators and school boards should work to clarify the roles and responsibilities of each member on an educational team.
Key Takeaways
Educational assistants play a crucial role in supporting students with autism but often face challenges due to limited training and unclear roles. Enhanced support and resources for educational assistants can help improve both their practice as well as their job satisfaction.
Exploring Emerging Technologies to Support Emotional Regulation in Students with Developmental Disabilities
By Holly Crump
Lara, M. H., Caro, K., & Martínez-García, A. I. (2023). Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review. Research in Developmental Disabilities, 136, 104467. https://doi.org/10.1016/j.ridd.2023.104467
This article provides an overview of how emerging technologies are being used to help individuals with developmental disabilities understand and regulate their emotions. Emotional regulation is crucial for social functioning, allowing individuals to control and adjust their emotional responses to fit different situations. This study looks at various tools designed for this purpose, examining how much research has been done on these technologies and how effective they are.
Breaking Down the Research
The researchers conducted a systematic review of 39 studies focused on emotional competencies, with 10 specifically targeting emotional regulation. These studies were categorized based on the type of technology used, such as smartwatches and mobile devices, as well as newer technologies like relaxation modules and virtual reality.
Examples of Technologies
The study highlighted different technologies designed to support emotional regulation in individuals with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Intellectual and Developmental Disabilities (IDD). A few highlights include:
- ASD: A smartwatch app that measures heart rate and suggests coping strategies when emotional changes are detected (Torrado et al., 2017).
- ADHD: EmoGalaxy, a game that helps users recognize, express, and regulate emotions (Hakimirad et al., 2019).
- IDD: A smartphone app that allows caregivers to send behavior cues to a child’s smartwatch (Zheng & Motti, 2017).
What Does This Mean for Educators?
This research highlights a growing field with incredible innovations and potential. While much discovery is occurring, there is much more still on the horizon for researchers in this area. Special education practitioners can use this review to learn about new technologies that support emotional regulation and consider how these tools might be integrated into their teaching strategies. It could also inspire new ways to use everyday technology to help students manage their emotions more effectively.
Is Inclusion for Students with Autism Trending in the Right Direction in Ontario?
By Alexandra Minuk
Minuk, A., Shurr, J., Chahine, S., & Berish, F. (2024). Trends in the inclusive classroom placement of students with autism spectrum disorder: A retrospective study. Education and Training in Autism and Developmental Disabilities, 59(1), 71–84.
A recent study dives into the evolving landscape of classroom placements for students with autism in Ontario over a current 12-year period. The focus was on tracking trends in inclusive classroom placements and understanding how factors like Educational Assistant staffing and population density impact these placements.
Breaking Down the Research
Researchers started by securing a data-sharing agreement with the Ontario Ministry of Education, which provided insights into the number of students with autism placed in various classroom settings from 2006 to 2018, as well as Educational Assistance staffing in the province. By analyzing this data, they tracked the proportion of students in each placement type over the years and calculated a new variable to show the proportion of students with autism in inclusive classrooms annually. They then used descriptive statistics and graphs to reveal trends at both the elementary and secondary school levels. Additionally, they explored whether staffing levels of Educational Assistants and local population density, from Canadian census data, influenced the proportion of students with autism in inclusive settings.
What Did They Discover?
At the elementary level, there has been a noticeable increase in the number of students with autism included in general education classrooms, while those in specialized placements have decreased. However, the story is different at the secondary level. Although there is an increase in inclusive placements for secondary students, the reduction in specialized settings hasn’t followed suit. Interestingly, the study found that at the secondary level, more Educational Assistants were associated with fewer students in inclusive settings. Similarly, higher population density was linked to a lower proportion of students in inclusive placements.
What Does This Mean for Educators?
For educators, understanding these trends is crucial for fully informed discussions around educational placement. While inclusion rates are rising at the elementary level, secondary students still predominantly access separate settings. Practitioners might need to address specific challenges related to implementing inclusion for older students, especially in high-density areas and in relation to staffing decisions around Educational Assistants.
Key Takeaways
It’s important to remember that educational placement is only one aspect of inclusive education. Other critical considerations include access to high level academic content and sufficient educational supports as well as regular and authentic opportunities for socialization and relationship building. An increase in one aspect does not always equate to an increase in inclusive education. However, placement is an important aspect and often the most straight forward to measure and address, at least as a starting point. The increase in inclusive placements noted here for students with autism is a positive trend, but it’s not universal across all levels. Secondary students, in particular, are still more likely to be in separate settings. Additionally, local factors like population density and staffing levels can influence inclusion outcomes.