Professional Documents
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Article Review : Using Story-based Lessons to Increase Academic Engaged Time in General
Education Classes for Students with Moderate Intellectual Disability and Autism
Yerang Cho
In this article, it shows a study of how the teachers of general education teachers and
special education teachers work together to foster special needs students to be more involved in
literature class by using story-based lessons. The author addresses the issue that in the schools of
rural areas need more certified special education teachers. Because of the shortage of special
education teachers, the students might not be able to be in a specialized classroom but study in
general classroom. The author claims that the special education teacher and general education
teacher need to cooperate in order to meet the needs of the students who has intellectual
Especially in the subject of literature this article emphasizes how the story-based lessons
can be used. which is developed by both general education teachers and special education
teachers "through systematic and explicit instruction".(1) This "Shared story reading"(4) is done
by the teachers with "adaptations and accommodations"(4). The teachers used 12 steps of "Task
Analysis" and 10 questions of comprehension questions. As the result, all the participating
students who were taught with this steps and questions improved their comprehension abilities.
Also this method brought "specific benefits for this population include increase in responding of
comprehension"(4).
ARTICLE REVIEW No.3 3
Reflection
I think the method that was used in this article was some type of scaffolding. The
students who had special needs will need more guidance and direction from the teacher. The
general education teachers and special education teachers came up with this twelve steps that can
help not only the special needs students but also non special needs students.
From this article, I was able to see how the teachers wanted to differentiate the lesson in
order to meet every individuals' needs. In the beginning of the article, the author made
assumption that the students with mental disability and autism need to educated in a separate
classroom. This is not always true. The inclusive classroom can be beneficial to both non special
need students and special need students. Also I think when it comes to language and
comprehension ability of the students. We can also apply this twelve step method and the
This study of story based learning is an example of restoration. The teachers are working
together with their own gifts for the students' further development. We can say the teachers are
restoring the disabled students for they are image bearers of God by differentiating the lesson. In
a way that can be beneficial for the whole class. Cooperation between the teachers and working
towards for the benefits of whole is reflecting how the restoration should work in teaching field.
ARTICLE REVIEW No.3 4
References
Courtade, G. R., Lingo, A. S., & Whitney, T. (2013). Using Story-based Lessons to Increase
Academic Engaged Time in General Education Classes for Students with Moderate
Intellectual Disability and Autism. Rural Special Education Quarterly, 32(4), 3-14.