Severe Disabilities Teaching Strategies

Teaching Strategies for Students with Severe Disabilities

Teachers are regarded as second parents when students are in school. As such, they do not only have a secondary authority over these children but they are also given the responsibility of making sure that students will become globally competent through the quality education they provide. Several teaching strategies and methods are used in order to ensure that students are able not just to comprehend but also retain the lessons they are taught in school. However, educating students nowadays also include those who are severely disabled. Like other normal students, the disabled ones should not be deprived of education too. For the purposes of this paper, teaching strategies for students

There are lots of benefits when evidence-based practice is implemented. For one, it provides a a wide range of reference and actions so that decision making is made more effective and practical (Perry & Wiess, p. 170). In this regard, specific questions with regard behavioral and learning problems are addressed so that the best evidence is arrived at. This evidence will act as an appropriate guide to clients. Also, professionals who have also dealt with disabled persons are already inculcated with historical information and precedent that is why they are already knowledgeable when it comes to evidence-based-culture (Perry & Wiess, p. 170). Meaning, they are well-informed and are familiar when it comes to data which are necessary in making decisions which are beneficial to the clients. Although Barwick et al., 2005 believe that existing knowledge does not tantamount to effective practice, these knowledge are important so that barriers and challenges which hinders in the implementation of the evidence-based practice (EBD) are resolved (as cited in Perry & Wies, pp. 170-171). Lastly, the implementation of the evidence-based practice (EBP) is able to make distinction as to the difference between focused intervention practices and comprehensive treatment models. Also, behavior techniques and

M., Wood, L., Thompson, J., & Ribuffo, C. (2013). Evidence-based practices for students with severe disabilities. Print.

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Perry, A. & Wiess, J. A. (2007). Evidence-based practice in developmental disabilities: What is it and why does it matter? Journal on Developmental Disabilities, 13(1). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.502.8174&rep=rep1&type=pdf

The Iris Center. (2016). Evidence-based practices (part 1): Indentifying and selecting a practice or program. Retrieved from http://iris.peabody.vanderbilt.edu/module/ebp_01/

Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, B. J., Fleury, V. P., & Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism spectrum disorder.