Abstract

The number of students with disabilities served under the federal law of the Individuals with Disabilities Education Act (IDEA) in public schools increased from 6.4 million to 7.0 million students from 2011 to 2017. Current curriculum offered to special needs students is eclectic and inconsistent as they vary across students, classrooms, districts, and throughout the nation. The current study examined the use of Visual Communication Analysis (VCA) within moderate to severe special education classes. Researchers found that through the use of VCA, children with various diagnoses of Autism Spectrum Disorder, Intellectual Disability, and/or Speech and Language Impairment were taught to type independently and thereby improved their learning and functional communication skills, while also showing significant decreases in maladaptive behaviors.

摘要

从2011年到2017年，根据《残疾人教育法》（IDEA）联邦法律为公立学校服务的残疾学生人数从640万增加到700万，目前为特殊需要的学生提供的课程是折衷和不一致的，因为他们在学生，教室，学区和全国各地都有所不同。当前的研究检查了中度至重度特殊教育班级中视觉传达分析（VCA）的使用。研究人员发现，通过使用VCA，可以教给患有各种自闭症谱系障碍，智力障碍和/或言语和语言障碍诊断的儿童独立打字，从而提高他们的学习和功能沟通能力，同时还显示出适应不良的能力明显下降。行为。