Impact of Structured Teaching on Students with Mild to Moderate Cognitive Disabilities within General Education Environments

Abstract

The benefits of structured teaching for students with Autism are well documented. However, there is minimal research conducted on the effectiveness of structured teaching on students with disabilities other than Autism. This study examines the use of structured teaching in general and special education classrooms, for students with mild to moderate cognitive disabilities. This study discusses the impact of structured teaching on increasing independence while reducing adult prompting. While this study supports the use of structured teaching with students with mild to moderate cognitive disabilities, it encourages further research on the use of structured teaching on larger diverse populations.