Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Preview-View-Review: Increasing Academic Access for Students with Severe Disabilities who are English Learners

Dolores Williamson, Ph.D., Tracy Spies, Ph.D., Kyle Higgins, Ph.D., Shannon Sparks, Ph.D.
  • Dolores Williamson, Ph.D. (Author) Clark County School District image/svg+xml
    Dolores Williamson, Ph.D. is a Special Education Instructional Facilitator for the Clark County School District in Las Vegas, Nevada. She is also an Instructor in the Department of Early Childhood, Multilingual, and Special Education at the University of Nevada Las Vegas. Her research interests include teaching academic content and functional skills to bilingual students with severe disabilities, as well as improving academic and social outcomes for at-risk students.
  • Tracy Spies, Ph.D. (Author) University of Nevada, Las Vegas image/svg+xml
    Tracy Spies, Ph.D. is an Associate Professor in the English Language Learning program in the Department of Early Childhood, Multilingual, and Special Education at the University of Nevada Las Vegas. Her primary research focuses on creating instructional contexts for high-quality academic language development for bilingual students with and without learning disabilities. She also examines teacher-level variables and their influence on instructional practice and subsequent shifts in practice.
  • Kyle Higgins, Ph.D. (Author) University of Nevada, Las Vegas
    Kyle Higgins, Ph.D. is a Professor in Special Education in the Department of Early Childhood, Multilingual, and Special Education at the University of Nevada Las Vegas. She has conducted research in the areas of computer-assisted learning for students with disabilities and content literacy adaptation for the inclusion of students with disabilities for over 30 years. This includes the modification of content material into multimedia formats in the areas of social studies, science, and literacy. She is the current co-editor of Intervention in School and Clinic (published by Sage Publishers and the Hammill Institute on Disabilities).
  • Shannon Sparks, Ph.D. (Author) California State University, San Bernardino image/svg+xml
    Shannon Sparks, Ph.D. is an Assistant Professor at California State University, San Bernardino. Her research areas of interests are: Transition and Post-Secondary Education, Quality of Life, English Learners, Culturally Responsive Teaching Practices, and Positive Behavior Supports. She currently teaches courses that focus on: Atypical and Typical Language Development in Diverse Learners, and Methods and Procedures in Special Education. She currently is the CSUSB Intern Program and Fieldwork Coordinator.
DOI
https://doi.org/10.64546/jaasep.505
Abstract
This study measured the effect of an evidence-based science curriculum delivered in both English and Spanish using the preview-view-review (PVR) strategy, on the science vocabulary and content knowledge acquired by students with moderate to severe intellectual disabilities who were learning English. The intervention was compared to the same research-based science curriculum delivered in English only. Using an adapted alternating treatments design, both the English and PVR interventions were delivered concurrently via different, but equally challenging lessons on cells (English only) and precipitation (PVR--English and Spanish). Results indicate that both the English-only and PVR (English and Spanish) interventions were effective in teaching science vocabulary words and pictures to English learners with ID. Although there was no measurable difference in the amount of student participation between the two conditions, there was a noticeable difference in the quality of discussion and participation by the students when taught in the PVR condition.
Keywords
Discussion (Teaching Technique), English, English Language Learners, Evidence Based Practice, Intervention, Language of Instruction
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How to Cite
Williamson, D., Spies, T., Higgins, K., & Sparks, S. (2022). Preview-View-Review: Increasing Academic Access for Students with Severe Disabilities who are English Learners. Journal of the American Academy of Special Education Professionals, 17(3), 160-176. https://doi.org/10.64546/jaasep.505

Fall 2022

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  • Article Type Articles
  • Submitted September 2, 2022
  • Published October 15, 2022
  • Issue Fall 2022
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