Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability

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Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “Emergent research suggests that placement does make a difference in the types of curriculum and instruction students with significant disabilities experience, and it has been noted that students are more likely to receive effective instruction relevant to longterm outcomes in general education class”
The Value of Qualitative Methods in Social Validity Research (2014, background): “See for example, (a) Carter, Moss, Hoffman, Chung, and Sisco’s (2011) study of peer support arrangements for secondary students with low-incidence disabilities in inclusive classrooms; (b) Kamps et al.’s (1998) study of elementary students’ perceptions of social skill groups for students with autism”
Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities (2012, unknown): “, 1997), and general education peers (Jameson et al., 2008; Jimenez et al., 2012).”
Where Students With the Most Significant Cognitive Disabilities Are Taught (2015, background): “In the context of a growing research body that demonstrates that students with the most significant cognitive disabilities can effectively 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., 200”