Specially Designed Instruction

Evidence-based practices for students with severe disabilities

Individuals with moderate and severe developmental disabilities have been offered some of the most rapidly evolving educational services since students with disabilities were first guaranteed a free appropriate public education in 1975 (under PL 94-142). Although schools were not required to provide services prior to the 1970s, schools now must be accountable for ensuring that all students, including those with severe disabilities, make adequate yearly progress. For students to make adequate progress, teachers need access to the most effective instructional procedures available. Fortunately, research on how to teach students with severe disabilities has also rapidly evolved in the past 40 years. Our purpose for this innovation consideration matrix was to summarize current, high-quality research on teaching students with severe disabilities.

Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-3_FINAL_03-03-15.pdf