In recent years, there has been an increase in literature related to the development of literacy skills for students with intellectual disability (ID). By the same token, literature on ways to improve literacy skills for English language learners also has grown. Despite these advancements within the literature little is known about effective practices for English language learners with ID, specifically those who are Hispanic. The purpose of this study was to examine the comparative effects of an English and Spanish multimedia shared story intervention, with a constant time delay procedure, on the acquisition of English vocabulary for two English language learners with moderate ID. Instruction was provided to students for two weeks, lasting approximately 7-11 minutes per session. Results from the study suggested that language of instruction played an important role in English vocabulary acquisition. Results also indicated that language of instruction did not have a meaningful impact on generalization and maintenance of vocabulary for both conditions over time. Finally, teachers reported that multimedia shared stories were practical and a useful supplement for literacy instruction.

Researchers have conducted two prior longitudinal retrospective syntheses of the journal Teacher Education and Special Education. The present authors’ approach is different; they analyze only the content published during their tenure as editors. They define big ideas that they believe are representative of what they published. They found that federal initiatives and personnel preparation (32%) and teacher beliefs and practices (24%) accounted for 56% of the articles published, followed by the other category (11%) and program descriptions and evaluations; recruitment, retention and attrition; collaboration; and technology applications (each less than 10%). They also find that quantitative research approaches (55%), qualitative designs (14%), and mixed-method (11%) designs are represented in the published articles. The authors reflect on these outcomes and offer a perspective on teacher education and special education.

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.

These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

This article describes the development of a course sequence in assistive technology (AT) that was offered over a four year period for special educators, speech/language therapists, and occupational therapists. The course participants learned how to assess student needs for AT, what AT devices were available, and how to make good decisions within the IEP team process for students with disabilities. The major sections of the course were data-gathering frameworks, legal issues, augmentative communication devices, and computer access adaptations and software. Follow-up consumer satisfaction of the course by the participants is also summarized. One of the most beneficial residuals from the course was a short-term AT equipment loan program.