Barbetta Patricia M, Bennett Kyle D, Monem Ruba
Florida International University, Miami, USA.
Behav Modif. 2021 Mar;45(2):370-393. doi: 10.1177/0145445520982980. Epub 2020 Dec 23.
Institutes of higher education have encountered an increase in enrollment of students with intellectual disability (ID). This increase is due, in part, to societal movements (e.g., inclusive participation in life activities) and federal legislation. There are potential benefits to both individuals with ID and society when students within this population complete college (e.g., earn certificates, a collection of completed courses and experiences, increased future employment opportunities). Nevertheless, there are barriers to college that students with ID need to overcome to have successful experiences, particularly in their academic or functional academic courses. This paper presents numerous instructional technologies grounded in behavior analytic strategies and Universal Design for Learning (UDL) that university faculty might implement in their courses and/or recommend to their students for studying to facilitate the learning of college students with ID and their classmates.
高等教育机构中，智力残疾（ID）学生的入学人数有所增加。这种增加部分归因于社会运动（例如，全面参与生活活动）和联邦立法。当这一群体中的学生完成大学学业（例如，获得证书、一系列完成的课程和经历、增加未来就业机会）时，对ID学生个人和社会都有潜在益处。然而，ID学生要想获得成功的经历，尤其是在学术或功能性学术课程方面，仍需克服诸多大学学习中的障碍。本文介绍了许多基于行为分析策略和通用学习设计（UDL）的教学技术，大学教师可以在课程中实施这些技术，或推荐给学生用于学习，以促进ID大学生及其同学的学习。
