Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

Autor/inn/en	Miller, Bridget; Doughty, Teresa; Krockover, Gerald
Titel	Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 3, S.356-368 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Science Education; Problem Solving; Standards; Science Activities; Intervention; Moderate Mental Retardation; Self Determination; Cues; Daily Living Skills; Check Lists; Personal Autonomy; Generalization; High School Students; Inquiry; Course Content; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Problemlösen; Standard; Selbstbestimmung; Stichwort; Alltagsfertigkeit; Checkliste; Individuelle Autonomie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general curriculum science standards, but also building self-determination skills when applying inquiry problem-solving skills to functional daily applications. A multiple probe across students design was used to establish a functional relationship between the percent of inquiry problem-solving steps performed independently and the use of self-monitoring checklists during traditional and functional-based science activities. Results indicated that following intervention students increased their autonomy in completing inquiry problemsolving activities linked to science content. In addition, students were able to successfully generalize these skills when presented with novel problem-solving tasks related to daily living situations. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01