The Effects of Peer-Mediated Embedded Instruction on Inclusive Inquiry Science for Students with Severe Intellectual Disabilities

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Jimenez, B. (2010). The Effects of Peer-Mediated Embedded Instruction on Inclusive Inquiry Science for Students with Severe Intellectual Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

There is a growing emphasis on meeting the diverse educational needs of all students which has drawn attention towards inclusive education. The number of students with severe disabilities receiving instruction in inclusive education settings has steadily increased over the past decade (U.S. Department of Education, 2004). Limited research has been conducted on the acquisition of grade-aligned science skills for students with severe disabilities (Browder et al., in press; Courtade et al., in press, Jimenez et al., in press), and even more limited on academic skills in inclusive settings (Carter et al., 2007; Dugan et al., 1995; Jameson et al., 2009). The current study examined the effects of peer-mediated time delay instruction to teach science responses and KWHL chart responses during inclusive inquiry science lessons to students with severe intellectual disabilities. Six general education peers were trained to implement an embedded constant time delay procedure during three science units with five students with severe disabilities. Results indicated that all five students increased the number of correct science responses during all three science units. In addition, all six peers were able to implement the intervention with high fidelity. Finally, high levels of social validity were reported by peers, as well as the general and special education teachers.

Details
Author

Jimenez, Bree

Title

The Effects of Peer-Mediated Embedded Instruction on Inclusive Inquiry Science for Students with Severe Intellectual Disabilities

Physical Description

1 online resource (142 pages) : PDF

Date

2010

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

There is a growing emphasis on meeting the diverse educational needs of all students which has drawn attention towards inclusive education. The number of students with severe disabilities receiving instruction in inclusive education settings has steadily increased over the past decade (U.S. Department of Education, 2004). Limited research has been conducted on the acquisition of grade-aligned science skills for students with severe disabilities (Browder et al., in press; Courtade et al., in press, Jimenez et al., in press), and even more limited on academic skills in inclusive settings (Carter et al., 2007; Dugan et al., 1995; Jameson et al., 2009). The current study examined the effects of peer-mediated time delay instruction to teach science responses and KWHL chart responses during inclusive inquiry science lessons to students with severe intellectual disabilities. Six general education peers were trained to implement an embedded constant time delay procedure during three science units with five students with severe disabilities. Results indicated that all five students increased the number of correct science responses during all three science units. In addition, all six peers were able to implement the intervention with high fidelity. Finally, high levels of social validity were reported by peers, as well as the general and special education teachers.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Embedded Instruction
General Curriculum Access
Inclusion
Peer-Mediated Instruction
Science Education
Severe Intellectual Disabilities

Subject Area

Special Education

Advisor(s)

Browder, Diane

Committee Members

Spooner, Fred
DiBiase, Warren
O'Brien, Christopher
Gray, Lee

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2010.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Jimenez_uncc_0694D_10109

Permalink

http://hdl.handle.net/20.500.13093/etd:1452