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Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools.

Background and Aims: Students with intellectual disability benefit from high‐quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence‐based instructional practices for this population and the potential for observation research to infor...

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Published in:Journal of Applied Research in Intellectual Disabilities Vol. 38; no. 1; pp. 1 - 10
Main Authors: Lindström, Esther R., McFadden, Kimberly A.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Jan2025
Online Access:View this record in EBSCOhost
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      dt: Jan2025
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        atl: Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools.
      aug:
        au:
          Lindström, Esther R.
          McFadden, Kimberly A.
        affil: University of Illinois Chicago, College of Education, Chicago Illinois,, USA
      sug:
        subj:
          Persons with Intellectual Disabilities Education
          Students with Disabilities Education
          Teaching Materials
          Reading Education
          Mathematics Education
          Teaching Methods
          Course Content
          Human
          Funding Source
          Nonexperimental Studies
          Male
          Female
          Child
          Students, Elementary
          Learning Environment
          Data Collection
          Needs Assessment
          Child: 6-12 years
          Male
          Female
      ab: Background and Aims: Students with intellectual disability benefit from high‐quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence‐based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability. Results: Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed. Conclusions: We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings. Summary: Observing classrooms can help us understand how people with intellectual disability learn and what they need.Some tools that researchers use to observe classrooms need changes to be useful for students with intellectual disability and their teachers.Teachers and researchers can make careful changes so that the tools are a better fit.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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