Increasing Listening Comprehension for Students with Moderate Intellectual Disability During Literacy Class

Few models exist to guide academic instruction for students with significant disabilities in general education settings. This study evaluated the effects of a peer-delivered least prompts intervention and adapted read-alouds of a grade-level novel on listening comprehension responses for students with moderate intellectual disability during literacy class. The results of this study can be used to improve the effectiveness of inclusive instruction for these students. Attendees will be able to: 1. Name one method of instruction delivery (i.e., peer tutoring) and one instructional strategy (i.e., system of least prompts) for increasing correct listening comprehension responses for students with moderate intellectual disability 2. Describe how grade-level novels can be used to increase listening comprehension responses for non-readers 3. Explain how peers without disabilities and a general education teacher can increase listening comprehension responses for students with moderate intellectual disability in a general education literacy class 4. Use a question template to develop factual recall and inferential listening comprehension questions about the passages read aloud to students that vary in complexity 5. Summarize the importance of inclusive academic instruction for students with significant disabilities.

Melissa Hudson