SAGE Journal Articles

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Article 1: Spooner, F., & Browder, D. M. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education36(1), 28–32. doi:10.1177/0741932514555022

Abstract: This essay describes major advances in educating students with severe disabilities. The authors propose that applied behavior analysis, the focus on functional life skills, and the promotion of academic content have been the major advances in the “how” and “what” of learning for this population. An increased focus on literacy, improved instruction for teaching state standards, and increased emphasis on students with the most significant disabilities are provided as goals for the future.

Article 2: Courtade, G. R., Test, D. W., & Cook, B. G. (2014). Evidence-based practices for learners with severe intellectual disability. Research and Practice for Persons With Severe Disabilities39(4), 305–318. doi:10.1177/1540796914566711

Abstract: Because of their highly intensive and variable learning needs, learners with severe intellectual disability present significant challenges to special educators and other stakeholders in terms of selecting and implementing effective instructional practices. Although scholars have made considerable progress in conducting and synthesizing research necessary to identify evidence-based practices (EBPs), much work remains to enable evidence-based reforms to broadly improve instruction and outcomes for learners with severe intellectual disability. In this article, we describe the importance of evidence-based reforms for learners with severe intellectual disability; discuss advances in the identification of EBPs for these learners, including a summary of the interventions identified as EBPs for this population in the professional literature and by online resources; and conclude with recommendations for improving the identification and implementation of EBPs for this population.