Impact of Standards-Based Instruction on Achievement Levels of Students With Moderate to Severe Intellectual Disabilities: An Action Research Study Amy White Condon <br><small>University of South Carolina</small>Download Study
The purposes of this study were to measure the perceptions of middle school special education teachers—as well as the parents of their students—on the effectiveness of their Unique Learning System implementation. In addition, the researcher sought to design an action plan to enable Ocean Front School District special education administrators and teachers to determine the effectiveness of the program’s standards-based content, instructional strategies, accommodations and modifications. The study collected data through teacher interviews, reflective journaling and checklists that measured students’ independent participation. Parent perceptions were measured through rating scales. According to the findings, both teachers and parents perceive that Unique Learning System has had a positive impact on the academic and functional achievement of students with cognitive disabilities. The action plan proposes ongoing professional development of Unique Learning System for teachers, paraprofessionals and parents.