Document Type
Article
Publication Date
Spring 2024
Abstract
The purpose of this action research study was to determine if individualized instruction in the special education classroom positively correlates with vocabulary acquisition. This study focused exclusively on a middle school special education student diagnosed with autism and ADHD. The researcher utilized a pre-test to begin data collection prior to starting the unit. A post-test was given at the end of the unit to determine vocabulary acquisition. Data analysis revealed the student increased vocabulary over the course of the unit. The research findings suggest individualized education teams should consider the special education classroom when determining the least restrictive environment. The outcome contradicts current research supporting inclusion into the general education classroom. The conclusion provides evidence for individualized instruction in the special education classroom.