Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools

Abstract

Background and Aims

Students with intellectual disability benefit from high-quality instruction in reading and mathematics.

Methods

This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability.

Results

Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed.

Conclusions

We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings.