An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Bree Ann Jimenez, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
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.
An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities
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Additional Information
- Publication
- Research and Practice for Persons with Severe Disabilities, 34(2), 1-14
- Language: English
- Date: 2009
- Keywords
- severe intellectual disability, inquiry science, general curriculum access