Understanding, honoring, and enabling the mathematical participation of students with learning disabilities through research at the intersection of special education and mathematics education

2022 ◽  
Vol 65 ◽  
pp. 100919
Author(s):  
Steven Greenstein ◽  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Mathematics Education ◽  
Students With Learning Disabilities ◽  
And Mathematics

A Study of Planning and Mathematics Instruction for Students with Learning Disabilities

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1343-1354 ◽  
Author(s):  
Jack A. Naglieri ◽  
Suzanne H. Gottling
Keyword(s):  
Learning Disabilities ◽  
Cognitive Strategies ◽  
Assessment System ◽  
Students With Learning Disabilities ◽  
Mathematics Scores ◽  
Self Reflection ◽  
Mathematics Problems ◽  
Cognitive Education ◽  
And Mathematics ◽  
Mathematical Computation

The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

Implementation Fidelity and the Design of a Fractions Intervention

2019 ◽  
Vol 42 (4) ◽  
pp. 217-230 ◽  
Author(s):  
Lindy Crawford ◽  
Barbara Freeman ◽  
Jacqueline Huscroft-D’Angelo ◽  
Sarah Quebec Fuentes ◽  
Kristina N. Higgins
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Implementation Fidelity ◽  
Learning Opportunities ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Tier Ii ◽  
Higher Order Learning ◽  
And Mathematics

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

Innovative Technology for Secondary Students with Learning Disabilities

1992 ◽  
Vol 58 (5) ◽  
pp. 407-421 ◽  
Author(s):  
John Woodward ◽  
Russell Gersten
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Achievement ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Innovative Technology ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Use Of Technology

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

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