Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Dela
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Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Delay Allison M. Kroesch 1 Yun-Ching Chung 5
& Karen
H. Douglas 2 & Sara Jozwik 3 & Nicole M. Uphold 4 &
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Instructional technology plays a role in supporting access to and meaningful participation in general education curriculum for students with developmental disabilities in inclusive classrooms. In this study, two 18-year-old students with developmental disabilities received technology-supported instruction to assist with learning the content in their co-taught American government class. Two interventionists (i.e., a special education teacher and a researcher) implemented video modeling and used constant time delay procedures to teach the pictorial sequencing of three social studies topics on an iPad®. As a secondary measure, students verbally explained the picture sequences. Researchers used a multiple probe design across behaviors and replicated across participants. Visual analysis indicated a functional relation between the use of the intervention and the number of correctly sequenced pictures. Limitations and implications for practice are discussed. Keywords Academic skills . Constanttime delay . Developmental disabilities . Highschool
students . Mobile technologies . Tablet-based intervention . Video modeling
* Allison M. Kroesch [email protected] Karen H. Douglas [email protected] Sara Jozwik [email protected] Nicole M. Uphold [email protected] Yun-Ching Chung [email protected] Extended author information available on the last page of the article
Journal of Developmental and Physical Disabilities
In the United States, all students with disabilities have the right to a free and appropriate public education (FAPE). However, challenges emerge around the implementation FAPE for high school students with developmental disabilities (DD; e.g., intellectual disability [ID], Down syndrome, autism spectrum disorder [ASD]). For example, researchers have documented concerns related to access to general education curriculum. Often, high-school students with DD are placed in self-contained special education classrooms where educators deliver a functional curriculum (e.g., life-skills program; Browder et al. 2006; Kleinert et al. 2015). Benefits of functional curriculum in self-contained settings include increased opportunities to participate meaningfully in the community that stem from instruction focused on personal management and selfdetermination (Alberto et al. 2013; Walker et al. 2010). Yet, school districts continue to seek opportunities for students with DD to access the general education curriculum, knowing students with DD need academic content as they transition to their adult lives. To identify ways in which school personnel can promote more access to the general education curriculum, cost-effective and user-friendly resources and supports are needed for students with DD. One effective way to support acquirin
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