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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 Education, 36(1), 28–32. doi:10.1177/0741932514555022

Learning Objective: Who are students with low-incidence disabilities?

How does the article support the learning objective? This article will help students understand advancements in the field of low-incidence disabilities by gaining knowledge of effective practices and instructional foci.

Summary: This article identifies effective methods and recent shifts in content areas of focus for instruction related to students with low-incidence disabilities. The developments and advancements in these areas are discussed as well as future goals for supporting students with severe disabilities.

Critical Thinking Questions:

1.  How can these advancements in support of students with low-incidence disabilities be transitioned into practice within co-teaching classrooms?

2.  Concerning students with low-incidence disabilities, make an argument for whether functional/life or academic skills should take priority in instructional planning and implementation.

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 Disabilities, 39(4), 305–318. doi:10.1177/1540796914566711

Learning Objective: Who are students with low-incidence disabilities?

How does the article support the learning objective? This article will help students understand the importance of evidence-based practices for students with low-incidence disabilities by learning the process of identification of these methods as well as examples in context.

Summary: This article provides an overview of the advancements and challenges remaining in identifying evidence-based practices for students with low-incidence disabilities. The section identifying evidence-based practices for these unique learners will be most beneficial for educators.

Critical Thinking Questions:

1.  Why is it important to identify credible, trustworthy resources in locating evidence-based practices?

2.  What are some resources or professional organizations that you can utilize in order to identify evidence-based practices?