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Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability
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Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability
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Journal Article
Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability
2014
Overview
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.
Publisher
The Council for Exceptional Children, Division on Autism and Developmental Disabilities,SAGE Publications,Division on Autism and Developmental Disabilities, Council for Exceptional Children,Division on Autism and Developmental Disabilities
Subject
Academic Accommodations (Disabilities)
/ Autism
/ Behavior
/ Children
/ Community Based Instruction (Disabilities)
/ Fiction
/ Individuals with Disabilities Education Improvement Act 2004
/ Learning
/ No Child Left Behind Act 2001
/ Reading
/ Students
/ Studies
/ Teachers
/ Technology Uses in Education
/ United States (Mid Atlantic States)
