Evidence-Based Practices

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Visual Supports:

  • Helps students by being a motivational tool in enhancing attention in reading literary texts. Helps students who are non-verbal. According to Burton “Visual aids are those sensory objects or images which initiate or stimulate and support learning”.

Cooperative Groups:

  • Students are assigned to work in groups with a variety of abilities to help each other learn the academic material. Grouping benefits all students, especially students on the spectrum because they tend to learn from their peers. 

Functional Skills:

  • Teaching students basic life skills and academic functional skills will help students be productive and independent adult individuals. Applying real world scenerios will serve as good practice for them. 

Utilize hands-on activities: 

  • Hands-on activities help students to comprehend the concepts that are being taught. For some students grasping abstract concepts. By hands-on activities, the students are able to grasp a more concrete understanding of the material being taught and could eventually move on to more abstract ideas. Involving them in activities can help students retain information better.

 

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APA Bibliography 

Khan, D. G. (2015). Impact of Visual Aids in Enhancing the Learning Process Case . Journal of Education and Practice , 6(19) 226-233.

Stockall, N. (2011). Cooperative groups: Engaging elementary students with pragmatic language impairments. Teaching Exceptional Children44(2), 18-25.

Ryndak, D. L., & Kennedy, C. H. (2000). Meeting the Needs of Students With Severe Disabilities: Issues and Practices in Teacher Education. Research and Practice for Persons with Severe Disabilities, 25(2), 69-71.

Mastropieri, M. A., & Scruggs, T. E. (1995). Teaching Science to Students with Disabilities in General Education Settings Practical and Proven Strategies. Teaching Exceptional Children27(4), 10-13.