An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities

Abstract

This investigation focused on the effects of a treatment package including multiple exemplar training, time delay, and a self-directed learning prompt (KWHL chart) on students' ability to complete an inquiry lesson independently and generalize to untrained materials. Three middle school students with moderate intellectual disabilities learned to self-direct themselves through a 15-step task analysis to complete inquiry lessons in chemistry and physical science. All three students achieved mastery across materials, science concepts, and instructional settings, but unanticipated generalization weakened the demonstration of experimental control. The results provide a potential method for students with moderate intellectual disabilities to learn science concepts.

The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities

“…In the afternoon of Day 2 of training, the final strategy the teachers learned was to conduct an inquiry-based science lesson based on the research of Jimenez et al (2009. In the afternoon of Day 2 of training, the final strategy the teachers learned was to conduct an inquiry-based science lesson based on the research of Jimenez et al (2009.…”

“…The professional development in the current study also was gleaned from interventions used in newer research on teaching literacy (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008;Browder, Trela, & Jimenez, 2007), mathematics Jimenez, Browder, & Courtade, 2008), and science Jimenez, Browder, & Courtade, 2009). Courtade, Browder, Spooner, and DiBiase (2010) taught middle school special education teachers to implement a 12-step task analysis to instruct students with moderate intellectual disabilities to complete guided-inquiry-based science lessons.…”

Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability

“…The use of a KWHL chart may provide students with a graphic organizer that allows them to be part of cooperative learning groups, demonstrate attention to the lesson, and record information gained. Only one other study currently exists in which students with severe disabilities (Jimenez et al, 2009) have used a KWHL chart in an inclusive science classroom. More research is needed to extend the use of this chart to record student knowledge.…”

“…The use of time-delay procedures in the instruction of students with severe disabilities has been proven effective in the behavioral and academic arena of skills taught to this population (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009;Snell & Delano, 2011). Recent science research Jimenez, Browder, & Courtade, 2009) has demonstrated the effectiveness of time delay on student academic outcomes.…”

“…Several recent studies have demonstrated how to use directed inquiry with students with moderate/severe disabilities Courtade, Browder, Spooner, & DiBiase, 2010;Jimenez et al, 2009). Jimenez et al (2009) investigated the effect of self-directed learning to promote the generalization of science concepts across units of instruction. Using a constant time-delay procedure, students with moderate intellectual disability learned to self-direct the use of a knowledge chart (i.e., K = what do you Know?…”