Children with severe learning disabilities have special educational needs that need to be adequately take care of. Without incorporating these strategies, most students with learning disabilities may fail to achieve their academic potential. According to this article documented by Browder et al. (2014), teachers who instruct learners with disabilities need to incorporate the most effective instructional procedures available. According to the Individuals with Disabilities Education Act (IDEA), learners with disabilities need to be given alternative assessments since this will enable them to participate in the state’s assessment systems adequately (Browder et al., 2014).
One of the strengths of this article is that it notes some of the strategies that have proven to be effective among these groups of children. According to Browder et al. (2014), some of the evidence-based teaching interventions include inclusion, staff development, and the criterion of ultimate functioning. Instructional support is also an essential aspect because collaborating among teams and home-schools lays a foundation for supporting inclusive contexts and devoting much attention to topics that will aid a learner with a disability to improve (Browder et al., 2014).
Despite the existence of these evidence-based interventions, Browder et al. (2014) note that systematic instruction has proven to be a successful strategy for the past 60 years. The authors, for instance, uses a study conducted by Miller & Test (1989) to suggest the effectiveness of systematic instruction. According to the authors, findings from this study indicated that systematic instructions helped improve the laundry skills of students with intellectual disabilities.
In conclusion, this article has provided more insights concerning the evidence-based interventions for learners with disabilities. However, instructors need to adopt open communication systems since these will help them interact socially and gain the required knowledge. Additionally, collaborative teaching is critical since children with disabilities have multifaceted needs that can be addressed effectively by including various members.
Reference
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities. CEEDAR Document NO. IC-3. CEEDAR Center. https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-3_FINAL_03-03-15.pdf
