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There is a great need for new innovative tools to integrate individuals with intellectual disability into educational experiences. This multiple baseline study examined the effects of various adaptations for improving factual and inferential comprehension of non-fiction videos by six postsecondary students with intellectual disability. Video adaptations included alternative narration, two types of captions (highlighted text and picture/word-based), and interactive video searching for answers. According to the visual and statistical analyses, students performed significantly better with adapted and interactive video clips. There was no difference between the types of captions. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial.

Teachers are always seeking any visual and/or auditory supports to facilitate students' comprehension and acquisition of difficult concepts associated with academic content. Such supports are even more important for students with intellectual disabilities who, regardless of their abilities and needs, are required to have access and active participation in subject-based general education curriculum. This article describes an arsenal of research-based best practices that suggest enhancing existing video clips featuring academic content with such adaptations as video \"chunking,\" alternative narration, interactive video searching features, various types of closed captioning (e.g., highlighted text and picture symbol-based), visual and verbal cues that support content comprehension and retention by students with special needs. Corroborating research and practical recommendations for classroom implementation are provided for each of the adapted features described.

This study investigated the effects of alternative narration, highlighted text, picture/word-based captions, and interactive video searching features for improving comprehension of nonfiction academic video clips by students with intellectual and developmental disabilities (ID/DD). Combined multiple baselines across participants and alternating treatment designs were employed to evaluate the factual comprehension by five postsecondary participants with ID/DD. Comprehension was measured by the number of correct oral responses after watching regular, nonadapted videos in the baseline phases, as well as after watching adapted videos and after searching videos for answers via hyperlinks in the treatment and maintenance phases. Findings included: (a) the participants improved their factual comprehension of video content significantly after viewing videos modified with alternative narrations and various captioning adaptations, which resulted in additional significant improvements after students had an opportunity to search the video for answers and adjust their original oral responses; (b) the participants performed equally well regardless of the type of captions (highlighted text or picture/word-based); and (c) there was no significant difference in participant comprehension between motion videos and static images. Adapted videos offer innovative solutions for legally required access and active participation of students with intellectual and developmental disabilities in grade- and subject-linked academic curriculum.

While efforts have been made in the last two decades to educate professionals about the nature of assistive technology (AT) devices, successful implementation of technology is impossible without the support and provision of appropriate AT services. The current investigation, designed and conducted by the National Assistive Technology Research Institute, examined the status of AT services delivery for students with disabilities across the nation. Professionals serving students who use AT were asked to report the AT services received by their students. Survey responses from 14 states and 60 school districts revealed three themes: federally defined AT services (40.2%), unclassifiable AT services (19.6%), and services that were not AT services (40.2%). Data were also gathered on the professionals providing AT services, the top three services provided by each professional, and the degree to which school systems were seeking AT services from contracted professionals outside the school system. Findings suggest the need for training and increased awareness of AT services among teachers and other professionals working with students with disabilities.

Local interagency coordinating council (LICC) coordinators from one state were interviewed regarding their perceptions of the implementation of early intervention legislation in their locality. From a larger study addressing many questions, the data reported in this article focus on the impact of early intervention legislation at the local level. Study participants reported positive local impact in the areas of family-centered services and service coordination, improved childfind and referral for services, funding, networking, and developmental outcomes. Negative effects included difficulty in negotiating system bureaucracies, increased paperwork, reduction in “at-risk” services, increased financial responsibility for parents, and budget impacts from nonreimbursable services. Study participants also reported a discrepancy between the vision of the legislation and the reality of local implementation in the areas of comprehensive services, interagency collaboration, and family involvement in system change.

While efforts have been made in the last two decades to educate professionals about the nature of assistive technology (AT) devices, successful implementation of technology is impossible without the support and provision of appropriate AT services. The current investigation, designed and conducted by the National Assistive Technology Research Institute, examined the status of AT services delivery for students with disabilities across the nation. Professionals serving students who use AT were asked to report the AT services received by their students. Survey responses from 14 states and 60 school districts revealed three themes: federally defined AT services (40.2%), unclassifiable AT services (19.6%), and services that were not AT services (40.2%). Data were also gathered on the professionals providing AT services, the top three services provided by each professional, and the degree to which school systems were seeking AT services from contracted professionals outside the school system. Findings suggest the need for training and increased awareness of AT services among teachers and other professionals working with students with disabilities.