Research-Based Curriculum for Teaching Students with ID


Research-BasedCurriculum for Teaching Students with ID

Research-BasedCurriculum for Teaching Students with ID

Educationhas been touted as one of the most fundamental aspects of thecontemporary human society. Indeed, there has been immense researchon the importance of research, which has shown that education has abearing on the quality of life that an individual lead in the future.In essence, it is not surprising that parents are always striving topush their children through the education system and ensure that theyobtain the best education they can. Research has shown that theperformance in and the level of education would have a positiverelationship with the quality of life that one leads. Unfortunately,there are variations in the performance of individual students. Thisis particularly tied to the intellectual capabilities of thestudents. A large number of students with intellectual disabilitiesstand the risk of missing out on education as a result of the poorperformance with which they have to grapple. Nevertheless, numerousstrategies have been crafted in an effort to ensure that they areassisted to keep pace with other learners. Three of these strategiesinclude use of vides in the classroom, functional curriculum, and theuse of interactive features and anchored instruction. Each of thesecome with their own drawbacks and benefits and are more or lessinterconnected.

Useof videos in the classroom

Theuse of video in classrooms has become considerably effective as aresult of the vividness and interesting nature. It primarily involvesthe movement of graphic representations while offering rich sourcesof information that would facilitate or enhance comprehension, aswell as longer retention of simple and complex contexts.

Oneof the key benefits of the use of video in support of students withintellectual disabilities is its well acknowledged effectiveness inaugmenting instruction for students who do not respond toconventional text-based mode of instruction (Simpson et al, 2004).The vividness of images coupled with the interesting nature allowsfor enhanced comprehension. In addition, it is easy to share suchmaterials with parents thereby allowing the students to continuelearning when they go home as a result of the streaming technologythat allows the integration of videos into the curriculum. Further,the materials can be accessed from the internet and watched withoutnecessarily downloading the clips and searched using keywords,thereby enhancing accessibility. It is touted as more realistic andmanageable to use.

However,there are varied drawbacks to the technique. This is particularlywith regard to the high cost of such video projecting equipments(Reagon et al, 2006). For each student to be appropriately served, itbecomes imperative that they have their own laptop or personalcomputer. On the same note, this strategy may require substantialsupervision as it is easy for students to get lost into other thingsin the internet including social media cites.

Themain cost of such system would be the video projecting equipment andthe technical know-how that is required to break long clips intoshorter ones (Reagon et al, 2006). Other additional costs would notbe substantial as they would entail things such as internet costs.

Theoutcomes of this strategy would be enhanced comprehension of thecontent of the course. Indeed, research shows that the contentpresentation in shorter segments enables students particularly thosethat have intellectual disabilities to concentrate more on the videocontent (Reagon et al, 2006).


Theterm “functional curriculum” may be defined as a curriculum thatconcentrates on autonomous vocational and living skills while layingemphasis on social and communication skills. It is also defined as acurriculum that concentrates on skills necessary for daily life including recreation, vocational, community and domestic skills.

Oneof the key benefits of the functional curriculum is the fact that itequips an individual with skills that would enable him or her tofunction in a normal way as an adult. On the same note, thecurriculum lays emphasis on skills that are necessary for success inlife and school.

However,some scholars feel that the functional curriculum comes off as apessimistic perception of the learning potential of the child, inwhich case it offers few chances for learning a large number ofcrucial topics (Simpson et al, 2004). This was seen as contributingto tracking in educational institutions. On the same note, thecurriculum has drawn immense criticism as a result of the fact thatit was taught in pull-out educational settings instead of the generaleducational settings, in which case it could accentuate thedifferences and low self-esteem issues in students (Simpson et al,2004).

Themain cost of this curriculum would particularly entail the necessityof additional learning areas so as to separate the students withintellectual disabilities from their counterparts in the classes(Wehmeyer et al, 2001).

Nevertheless,research has shown that the curriculum has positive outcomesparticularly for adolescents that have high incidence disabilities.Not only would performance improve but the rates of absenteeism andclass skipping reduces significantly (Simpson et al, 2004). This isalso the case for behavioral problems, with research showing thatreferrals to the principal as a result of non-compliant behaviorreduces considerably.

TheUse of Interactive Features and Anchored Instruction

Thistechnique allows for the incorporation of active engagement, whichadds extra dimension of action to words and icons that may alreadyexist in form of videos. This offers three forms of representationincluding words, icons and actions. It underlines the need forinteractive learning that is situated in meaningful and realisticcontexts in social media anchors so as to support the patternrecognition skills in children.

Thistechnique has been found to be immensely effective in developinghigher-order skills, as well as creative problem solving skills thatare transferable to new situations (Simpson et al, 2004). Given thefact that students would be actively involved, they also developactive hands-on skills and listening skills as they would have to notonly solve problems on their own but also listen to the anchors.Further, scholars noted that the technique provided students withmeaningful contexts that allowed them to interact with theirenvironment (Simpson et al, 2004).

However,the technique may require high financial investment as a result ofcomputers and video editing computer programs. This means that someinstitutions may not have the capacity to inculcate them into theireducation systems. Further, the technique may require immensetechnical expertise particularly with regard to the use of computers,and video editing among others (Reagon et al, 2006).

Asstated, the main costs would primarily entail computers for everychild targeted by the system. Computer programs and software may alsobe needed alongside videos, although a large number of these can beaccessed free of charge from the internet.

Thistechnique not only enhances the intellectual capabilities of anindividual but also the learning skills and ability to solve problemsin both the class and the society or environment within which he orshe lives (Reagon et al, 2006). It has been shown as resulting in areduction in absenteeism and unwarranted behavior among students, aswell as drop-out rates.


Reagon,K. A., Higbee, T. S., &amp Endicott, K. (2006). Teaching pretendplay skills to a student with autism using video modeling with asibling as model and play partner. Educationand Treatment of Children,29, 517-528

Simpson,A., Langone. J., &amp Ayres, K. M. (2004). Embedded video andcomputer based instruction to improve social skills for students withautism. Educationand Training in Developmental Disabilities,39, 240-252.

Wehmeyer,M. L., Uttin, D., &amp Agran, M. (2001). Achieving access to thegeneral curriculum for students with mental retardation: A curriculumdecision-making model. Educationand Training in Mental Retardation and Developmental Disabilities,36, 327-342