This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.

The educational rights of students with disabilities are supported through federal mandates, as the Individuals with Disabilities Education Act (IDEA) safeguards a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education students encompass a wide range of individual and unique learning needs, thus the creation of educational environments that utilize fluid and flexible service delivery models is warranted. Furthermore, students with moderate to severe disabilities (MSD) require specialized academic instruction that promotes advancements across several developmental areas, which includes cognition, adaptive skills, communication, and emotional awareness. Exploring educational service delivery models that proficiently address the unique needs of students with MSD is essential, as limited research exists in this specific area. Utilizing a qualitative phenomenological research methodology, this study sought to explore an informal class reassignment program that provides educational instruction to students with MSD. Additionally, the intent behind this study was to explore how the informal class reassignment program influenced the special education teachers’ perspectives regarding learning outcomes for students with MSD, if at all. Moreover, this study sought to explore how moderate to severe special education teachers experience, define and describe an informal class reassignment program specifically designed to target the individual earning needs of students with MSD. This inquiry incorporated semi-structured interviews combined with reflective field notes to gain a deeper understanding of the participants’ lived experiences. Consequently, the findings shed light on factors that relate to optimal service delivery models for students with MSD.

No description available.

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.