# data[].attributes.body
"Poems such as Owl at Home

(Lobel, 1975) often need no changes to the

text. Augmentations to the text,

however, can help beginning read-

ers and nonreaders. This poem is

augmented in two ways. First, key-

words are paired wifh picture sym-

bols to help students text-point as

the teacher reads the poem. Second,

a repeated story line emphasizing

the main idea of the poem is added

affer each stanza. Both beginning

readers and nonreaders can antici-

pate the repeated story line.

Nonverbal students can read the

repeated story line by activating a

prerecorded repeated story line on

an augmentative communication

device (e.g., big Mac switch) when

it is their turn to read."

References: (5) Hudson, Browder, & Wakeman (2013) Helping students with moderate and severe intellectual disability access grade-level text

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evidence-based teaching strategies to support literacy development

# data[].attributes.subject
evidence-based teaching strategies to support literacy development

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Rewrite the Text as a Summary:
- Reduce the number of words in the text by prioritizing information
- Add definitions and explanations
- Write summaries at a reduced Lexile level

Provide Options for Students

to Demonstrate Comprehension:
- response options may be pictures of objects or picture symbols paired with words
- Provide two response options for the student to select from—one correct option and one not plausible—and build from

there.

Think-Alouds:
- Students were first asked to relate to their personal experience
-  Teachers could ask students what they see in the picture
- used in the system of least prompts to help students answer inferential questions

Reference: (5) Hudson, Browder, & Wakeman (2013) Helping students with moderate and severe intellectual disability access grade-level text

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How do your state or district eligibility determination documents differ?

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How do your state or district eligibility determination documents differ?

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A student can only be determined eligible for special education services if:
• The student has a qualifying disability;
• The disability impacts learning; and
• There is a need for specially designed instruction.
Reference: Arizona Evaluation Procedures (Revised January 2021)

In conducting the evaluation, the PEA must:
• Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the student, including information provided by the parent that may assist the team in determining eligibility and deciding upon the content of the IEP (including information to enable involvement and progress in the general education curriculum and participation in appropriate activities)

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How do your state or district definitions compare to the federal definition?

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How do your state or district definitions compare to the federal definition?

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The IDEA states that the federal definition is, "Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance."

The state of Arizona definition states, " “Intellectual disability” means a significant impairment of general intellectual functioning that exists concurrently with deficits in adaptive behavior and that adversely affects the child's performance in the educational environment."

References:

Arizona Revised Statutes Title 15 Education §15-761 Definitions

(4a) Federal Definition: Intellectual Disabilities
Link