Case Studies on Students With Idd and Moderate to Extensive Support Needs: A Document Analysis
Document Type
Article
Publication Date
12-2022
Publication Title
The DADD Journal Online (DOJ)
Abstract
Preparing special education teacher candidates in an authentic learning environment is challenging, but case studies provide effective practice-based learning opportunities. Unfortunately, there are limited case studies available that focus on students with intellectual and developmental disabilities (IDD) and moderate to extensive support needs (M-ESN). Furthermore, the quality of case studies varies. We conducted a document analysis of the literature and resources to (1) identify case studies that included students with IDD and M-ESN, (2) examine the components/features of case studies that included students with IDD and M-ESN, and (3) create a list of existing case studies on this population that EPPs can use in their programs. Using recommendations from Chabon and Cohn (2011), we analyzed 14 case studies that met inclusion criteria. Results indicated that most case studies for this population are narratives about secondary level students and included varied components of the case studies. Implications, limitations, and future suggestions are discussed.
Recommended Citation
Kang, Jeongae, Kathryn L. Haughney, Aftynne E. Cheek.
2022.
"Case Studies on Students With Idd and Moderate to Extensive Support Needs: A Document Analysis."
The DADD Journal Online (DOJ), 9 (1): 97-117 Arlington, VA: Division on Autism and Developmental Disabilities, The Council for Exceptional Children.
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpubs/73
Copyright
Copyright 2022 by the Division on Autism and Developmental Disabilities, The Council for Exceptional Children
Comments
Georgia Southern University faculty member, Kathryn Haughney co-authored Case Studies on Students with IDD and Moderate to Extensive Support Needs: A Document Analysis.
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