Classroom support can be a key factor in serving students with moderate to severe intellectual disability and may consist of paraprofessionals, peer tutors, related service personnel, and volunteers. If these individuals have the skills to implement effective (and evidence-based) instructional strategies with a high degree of fidelity, both teachers and students can benefit (Collins, 2012). Teachers will have more time to spend with single or small groups of students while downtime for other students in the classroom remains productive, thus optimizing the amount of instructional time each student receives. In an inclusive model, teachers and support personnel can accompany students and embed individualized systematic instruction across general education settings (
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