The students with learning and intellectual disabilities are getting increased advantages from digital and visual aids. One of the similar digital aid is eText which is being used to teach students with intellectual disabilities science at the high schools. Especially promising results are observed in students who have a moderate intensity of intellectual disabilites. The existing literature and research show positive results after the use of supported electronic text or e-test combined with explicit instruction in facilitating comprehension for students with intellectual disabilities.
Researchers used multiple probes across participant design. They were used to evaluate the effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability.
The study concluded through its findings that a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and non-examples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful.