Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability

• Autores: Bree Jimenez, Diane Browder, Fred Spooner, Warren J. DiBiase
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 3, 2012, págs. 301-317
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • There has been limited research on the acquisition of grade-aligned science skills for students with moderate intellectual disability, with even more restriction on academic skills in inclusive settings. This study examined the effects of peer-mediated time-delay instruction to teach inquiry science and use of a knowledge chart to students with moderate intellectual disability in an inclusive setting. Six general education peers implemented an embedded constant time-delay procedure during three science units with 5 students with moderate intellectual disability. All 5 students increased the number of correct science responses across all science units. Three students required additional support by the special education teacher to reach mastery. In addition, all 6 peers were able to implement the intervention with high fidelity, while maintaining science grades at preintervention levels. High levels of social validity were reported.