Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in General Education Classes

By J. Mcdonnell, Jesse W. Johnson, Shamby Polychronis, Tim Risen. Education and Training in Mental Retardation and Developmental Disabilities, 2002

101 citations recorded by the source corpus.

Four students with moderate mental retardation were taught to read or define words that were included on vocabulary lists of three junior high school general education classes using embedded instruction. Students were taught these skills during instructional and management activities of the general education classes by special education paraprofessionals. Effectiveness of embedded instruction for these students was assessed using a multiple baseline across behaviors design. Results indicate that embedded instruction led to the acquisition and maintenance of the target skills. Paraprofessionals successfully implemented the embedded instruction procedures in general education classes. Results are discussed in terms of future research and implications for inclusive educational programs for students with disabilities.

Subfields: Information Systems, Safety Research

View Paper: https://www.semanticscholar.org/paper/1d5b585ee7ce5ebe76d8fd0b5b18c74da451650f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

1. M. Wehmeyer

In Safety Research

1. D. Browder
2. M. Wehmeyer
3. F. Spooner
4. J. Kurth
5. M. Agran
6. Bree A. Jimenez
7. D. Ryndak
8. Alison L. Zagona

Citations in the corpus

• Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities (2007, background): “As mentioned earlier, inclusion in a general education classroom is also an important way to promote access to the general curriculum (Hunt et al., 1994; McDonnell et al., 2002).”
• The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes (2004, result): “Our results are similar to previous studies on embedded instruction for students with developmental disabilities and preschool children with disabilities in general education settings (e.g., McDonnell et al., 2002; Wolery, 1996; Wolery et al., 1997).”
• Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability (2012, background): “McDonnell et al. (2002) taught paraeducators to embed time-delay trials for four students with moderate disabilities to read and define academic sight words within the context of an inclusive set- 311Exceptional Children F IGURE 3”
• Where Students With the Most Significant Cognitive Disabilities Are Taught (2015, background): “…learn academic content in general education classes (Collins et al., 2007; Hudson et al., 2013; Jameson et al., 2008; Jimenez et al., 2012; McDonnell et al., 2002, 2006), we have to question why students with the most significant cognitive disabilities are the least likely of any students…”
• Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors (2020, methodology): “If practices such as embedding instruction (McDonnell et al., 2002), adapting lessons (Kurth & Keegan, 2014), and aligning supports with grade-level curriculum (Kleinert et al., 2015) are not known or understood by teachers, a lack of student success in general education settings is likely to be…”