Inclusion of Students With an Intellectual Disability in the General Education Classroom With the Use of Response Cards

Clarke, Laura; Haydon, Todd; Bauer, Anne M.; Epperly, Anna C.

doi:10.1080/1045988x.2014.966801

Cited by 28 publications

(35 citation statements)

References 18 publications

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“…Moreover, visual teaching aids can help educators determine whether students with ID have understood the sexuality education delivered. The use of picture response cards has been shown to increase classroom engagement levels of students with ID, helping these adolescents to better communicate their level of understanding to their teacher (Clarke, Haydon, Bauer, & Epperly, 2016). Evidence-based teaching methods for adolescents with ID are especially important in sexuality education if these students are to understand the sexual knowledge presented to them and benefit from this education.…”

Section: The Delivery Style Of Sexuality Education Is Crucial For Commentioning

confidence: 99%

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Rowe

Wright

2017

Journal of Social Inclusion

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Sexuality is a fundamental part of being human. Adolescents with intellectual disabilities (ID) 1 have the same sexual desires and needs as everyone else, yet their sexuality is generally portrayed as problematic (Plaks et al., 2010). Despite an ideological shift towards normalisation and inclusion of people with disabilities (Evans, McGuire, Healy, & Carley, 2009), sexuality education for adolescents with ID remains an under-explored field. At its core, sexuality education for adolescents with ID is an international human rights issue. Sexuality education is essential to meet all adolescents' right to access adequate information to protect their health, development, and participation in societyincluding sexual and reproductive informationas per the United Nations (UN) Convention on the Rights of the Child (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2009). Moreover, the UN Convention on the Rights of Persons with Disabilities (UNCRPD) stipulates the rights of people with disabilities to receive accessible sexual and reproductive education, without discrimination (UN, 2008). Although great strides have been made since 1 ID is defined by the American Association on Intellectual and Developmental Disabilities as being characterised by "significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18" (Schalock et al., 2010).

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Section: The Delivery Style Of Sexuality Education Is Crucial For Commentioning

confidence: 99%

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Rowe

Wright

2017

Journal of Social Inclusion

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“…Such cards can be used in various lessons (mathematics, physics, chemistry, sociology, etc. ), as they are a very important, extremely low cost tool (Berrong, Schuster, Morse, & Collins, 2007;Bittinger, 2015;Christle & Schuster, 2003;Clarke, Haydon, Bauer, & Epperly, 2015;Didion, Toste, & Wehby, 2018;Duchaine, Jolivette, Fredrick, & Alberto, 2018;George, 2010;Randolph, 2007). A literature review (Horn, 2010) of six studies evaluated the use of Response Cards specifically for disabled students, and found that use of these cards is an effective strategy that increases the number of students' active responses and their commitment to instructional activities.…”

Section: Implications For Practice and Directions For Future Researchmentioning

confidence: 99%

Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of Covid-19: The Case of Greece - A Viewpoint Article

Mantzikos¹,

Lappa

2020

EJSE

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This article provides an analysis of the difficulties and barriers deaf and hard of hearing individuals face during the period of the COVID-19 pandemic. In a pandemic situation, apart from the economy, education is also largely affected. In the past few months, many disabled and non-disabled pupils and university students were taken by complete surprise by the immense changes in the education sector and mainly by the innovations introduced, especially in the lower education grades, which resulted in considerable implications, despite the positive response they received. In these trying times humanity is experiencing, the difficulties that deaf and hard of hearing individuals have to face were exacerbated, perpetuating their marginalisation. Article visualizations:<img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" />

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“…Watson (2018) identified wait time as being a key practice for full inclusion of students with disabilities. Utilizing wait time while using picture response cards was found to be successful in increasing student accuracy for students with intellectual disabilities (Clarke, Haydon, Bauer, & Epperly, 2015). Wait time procedures can be utilized in teaching students of various ages with various disabilities (Daugherty, Grisham-Brown, & Hemmeter, 2001).…”

Section: Wait Timementioning

confidence: 99%

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

Rogers

Johnson

2018

RAPCC

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Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

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Inclusion of Students With an Intellectual Disability in the General Education Classroom With the Use of Response Cards

Cited by 28 publications

References 18 publications

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of Covid-19: The Case of Greece - A Viewpoint Article

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

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