Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities

2019 ◽  
Vol 42 (4) ◽  
pp. 253-258 ◽  
Author(s):  
Ryan O. Kellems ◽  
Giulia Cacciatore ◽  
Kaitlyn Osborne
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Independent Living ◽  
Teaching Strategy ◽  
Math Instruction ◽  
Individuals With Disabilities ◽  
Basic Understanding ◽  
Critical Skills

A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.

Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities

2019 ◽  
Vol 41 (5) ◽  
pp. 309-320
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Emily C. Bouck
Keyword(s):  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Word Problems ◽  
Procedural Knowledge ◽  
Severe Disabilities ◽  
Single Subject ◽  
Baseline Design ◽  
K 12

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.

A Review of Virtual Reality Intervention Research for Students With Disabilities in K–12 Settings

2020 ◽  
pp. 016264342096201
Author(s):  
Adam Carreon ◽  
Sean J. Smith ◽  
Maggie Mosher ◽  
Kavita Rao ◽  
Amber Rowland
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Students With Disabilities ◽  
Intervention Research ◽  
Learning Needs ◽  
Individuals With Disabilities ◽  
K 12 ◽  
Research Studies

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

scholarly journals Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis

2021 ◽  
Vol 8 (02) ◽  
pp. 387-403
Author(s):  
Toni Ariwijaya
Keyword(s):  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Community Involvement ◽  
Independent Living ◽  
Document Analysis ◽  
School Outcomes ◽  
School Students ◽  
Policy Document

There are no national laws in Indonesia which requires educational authorities to provide Invidualised Transition Plans (ITPs) towards high school students with disabilities. It leads issues as to low education attainments the students from this population have as well as small numbers of the students entering universities and job markets. In lieu of legislations, it is argued that Indonesia has signed international agreement and policies which are actually meant to provide ITPs to secondary students with disabilities to improve their post school outcomes – education, employment and independent living – for this vulnerable group. Hence, document analysis methods were employed in this research to analyse the international, national and local policies that the country has been signed through analyzing the statements aligned with evidence-based transition skills and predictors. The method employed by O’Neill et al. (2016) was replicated to condense the list of practices in the NTACT website into broader categories to address youths academic, employment, and independent living needs. As for the international policy, 19 transition-aligned statements were found, accounting for community involvement, interagency collaboration and inclusion in general education. Meanwhile for the national policy documents, only 15 statements were aligned. Implication for policymakers and educational jurisdictions are also discussed.

The Role of Community Colleges in Strengthening Access to Employment for Individuals With Disabilities

Inclusion ◽  
2015 ◽  
Vol 3 (2) ◽  
pp. 55-64 ◽  
Author(s):  
Julie A. White
Keyword(s):  
Young Adults ◽  
Community Colleges ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Independent Living ◽  
Transition Planning ◽  
Pilot Project ◽  
Individuals With Disabilities ◽  
Adults With Disabilities ◽  
Youth And Young Adults

Abstract Community colleges have a mission to provide access to postsecondary education. As such, they enroll nearly half of all U.S. undergraduates, with 12% of enrollees indicating that they are students with disabilities (American Association of Community Colleges, 2015). This article describes Onondaga Pathways to Careers (OPC), a pilot project which will research, develop, test, and evaluate innovative systems models for providing inclusive integrated education and career development services to youth and young adults with disabilities, including those with significant disabilities. OPC will implement a model program to improve transition planning for youth and young adults with disabilities through secondary education, into and through supportive community college pathways, and ultimately into skilled employment for which they have trained and which will offer living wages, benefits, and opportunities for advancement. OPC fully embraces what the Americans With Disabilities Act declared in 1990: that “the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self-sufficiency….” This article will provide an overview of OPC while also discussing the importance of interagency collaborations to improve outcomes for youth and young adults with disabilities.

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

2021 ◽  
pp. 073194872110404
Author(s):  
Jared R. Morris ◽  
Elizabeth M. Hughes ◽  
James D. Stocker ◽  
Emelie S. Davis
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Student Performance ◽  
Video Modeling ◽  
Visual Analysis ◽  
Explicit Instruction ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Subject

Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design, to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relation between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.

scholarly journals Assisting Students Learning Experiences Using an Augmented Reality Model Framework

2020 ◽  
pp. 146-151
Author(s):  
Rommel E. Balcita ◽  
◽  
Thelma D. Palaoag
Keyword(s):  
Augmented Reality ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Learning Experiences ◽  
Ar Model ◽  
Model Framework ◽  
Real Objects ◽  
Frequent Response ◽  
Statistical Mode ◽  
Learning Through Experience

In learning through experience there are so many techniques that can be used in order to learn and master skills. Strategies used for learning may be in the form of presentation, multimedia, simulation or hands-on. Others might prefer combination of strategies both being able to hear and/or see the actual or real object of machines, tools or equipment. There are advanced visual technologies available in the internet to choose from but most are not designed to the learning process in a school. Augmented reality is an emerging advance technology that shows a lot of use and opportunity as a tool for learning and enhancing experience. AR can simulate real objects into models that be used for education. This study aims to experiment on an AR engine created using the AR model framework to enhance the learning experiences of students in the different learning strategies used in this study. The experiment is focused to find the significant differences of not having and having an AR model into the learning/teaching strategy. To analyze the data frequency, statistical mode is used to find the most frequent response to interpret the nominal and ordinal categories of the variables. The results of using the AR model framework significantly improved the learning experiences of the participants.

scholarly journals The effect of using Different model of images in Augmented Reality on cognitive achievement development of high school students in Jazan in computer curriculum: أثر اختلاف نمط عرض مصورات الواقع المعزز في تنمية التحصيل المعرفي لطلاب الثانوية بمنطقة جازان في مادة الحاسب الآلي

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Yahya Rasheed Alameer
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Secondary Students ◽  
Three Dimensional ◽  
Cognitive Achievement ◽  
Two Dimensional ◽  
School Students ◽  
Quasi Experimental ◽  
Image Models ◽  
Experimental Group

  The purpose of the research is to determine the effect of the difference in the mode of presentation of the enhanced reality models in the development of the cognitive achievement of secondary students in Jazan region in computer science, the researcher used quasi-experimental approach in comparing the 2D image models of Augmented reality to the first experimental group, and teaching the pattern of 3D image models of Augmented reality of the second experimental group, to ascertain the hypotheses of the research and to reveal the relationship between the independent variable and the dependent variable, the sample consisted of (60) students: (30) students in the first experimental group, which was studied using the two-dimensional Augmented Reality models, And (30) students in the second experimental group, which was studied using the pattern of Augmented Reality three-dimensional, the results showed that there were statistically significant differences at (α≤05.0) between the mean scores of the students of the first experimental groups studied using the two-dimensional Augmented Reality models, the second experiment, which was studied using the Augmented three-dimensional image models, in the post-application to test cognitive achievement, for the second experimental group studied using the three-dimensional Augmented Reality models, In the light of the results, recommendations and suggestions were made to develop the cognitive achievement of secondary students in computer and various subjects.    

Supporting Secondary Students with Disabilities in an Inclusive Environment

2016 ◽  
pp. 75-106
Author(s):  
Pam L. Epler
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Secondary Students ◽  
Teacher Candidates ◽  
It Impacts ◽  
Secondary Classroom ◽  
Specific Category ◽  
Secondary Grades ◽  
Disability Categories ◽  
Pre Service Teacher

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

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