| dc.description.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. | en_US |
