Observations of Academic Instruction for Students With Significant Intellectual Disability

Abstract

As part of the validation process for alternate assessments, 39 classroom observations were conducted to gather data about current practices in providing academic instruction to students with significant intellectual disability. Using a standardized protocol, data were gathered using direct instructional observation, an Individualized Education Program review, and an analysis of student work. We found that teachers lacked age-appropriate materials, and most lessons and work samples required routine and recall responses. When teachers incorporated strategic or extended thinking activities into lessons, students were able to demonstrate their knowledge. The findings are suggested as a snapshot of current practices.