Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in General Education Classes

Four students with moderate mental retardation were taught to read or define words that were included on vocabulary lists of three junior high school general education classes using embedded instruction. Students were taught these skills during instructional and management activities of the general education classes by special education paraprofessionals. Effectiveness of embedded instruction for these students was assessed using a multiple baseline across behaviors design. Results indicate that embedded instruction led to the acquisition and maintenance of the target skills. Paraprofessionals successfully implemented the embedded instruction procedures in general education classes. Results are discussed in terms of future research and implications for inclusive educational programs for students with disabilities.