A Bibliography of Articles on the Teaching of Mathematics in Special Education

1981 ◽  
Vol 28 (7) ◽  
pp. 53-56
Author(s):  
Robert S. Matulis
Keyword(s):  
Special Education ◽  
Mathematics Education ◽  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Special Education Students ◽  
Learning Problems ◽  
Education Students ◽  
Recent Developments ◽  
Teaching Of Mathematics ◽  
Physically Handicapped

A look at recent developments in the teaching of mathematics to special education students can benefit anyone interested or involved in the mathematics education of mentally retarded, learning disabled, emotionally disturbed, physically handicapped, or brain-damaged students. The following bibliography lists nearly two hundred articles from about fony periodicals. The articles include reports of successful practices, surv.eys, research summaries, suggestions, reviews, and opinions about mathematics for students with special learning problems.

Comparison of Wisc-R Performance of Urban and Rural Special Education Students

1980 ◽  
Vol 46 (2) ◽  
pp. 671-677
Author(s):  
John D. Morris ◽  
Edith Kelsey ◽  
Robert A. Martin
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Children ◽  
Special Education Students ◽  
Rural Children ◽  
Education Students ◽  
Significant Discrepancy ◽  
Geographic Environment ◽  
And Performance ◽  
The Relationship

The relationship between WISC-R subtest profiles and geographic environment (urban or rural) for 178 special education (Learning Disabled and Educable Mentally Handicapped) students (54 females and 124 males; 114 Negroes and 64 Caucasians), ranging in age from 6 yr., 3 mo. to 15 yr., was explored in relation to the children's race and specific type of disability. Urban children performed significantly better than rural children on all subtests except Coding. Moreover, the mean WISC-R profiles differed significantly in shape for the urban and rural children. There was a significant discrepancy in verbal and performance scores for rural children but not urban children. Extensions to a previous comparison of the WISC-R performance of urban and rural children in the standardization sample (Kaufman & Doppelt, 1976) are discussed.

The Role of a Graphic Representational Technique on the Mathematical Problem Solving Performance of Fourth Graders: An Exploratory Study

2001 ◽  
Vol 25 (1-2) ◽  
pp. 17-33 ◽  
Author(s):  
Asha Jitendra ◽  
Caroline M. DiPipi ◽  
Ed Grasso
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Exploratory Study ◽  
Fourth Graders ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Special Education Students ◽  
Learning Problems ◽  
Cooperative Groups ◽  
Education Students

The purpose of this within‐subject comparisons exploratory study was to examine the influence of a graphic representational strategy on the problem solving performance of fourth graders, including special education students with learning problems. We employed a preliminary design experiment, prior to conducting a formal experimental or quasi‐experimental study, to gain insights into factors that may inhibit or enhance implementation of the intervention, especially in the context of real world of classroom (Gersten, Baker, & Lloyd, 2000). Students received teacher‐led strategy instruction in problem solving using a whole group (8 to 9 students) format followed by guided practice in applying the strategy during cooperative groups. Results indicate that students’ word problem solving performance increased from the pretest to posttest on multiplication and division problems. In addition, some students were able to generalise the skill to untaught problems. Implications of the representational strategy for solving word problems by elementary students and special education students with learning problems are discussed.

Intelligence Versus Academic Achievement

1985 ◽  
Vol 12 (2) ◽  
pp. 193-208 ◽  
Author(s):  
THOMAS F. REILLY ◽  
LARRY J. WHEELER ◽  
LEONARD E. ETLINGER
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Juvenile Delinquents ◽  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Learning Problems ◽  
Education Programs ◽  
Similarities And Differences ◽  
Educable Mentally Retarded

Many juvenile delinquents are placed in special education programs labeled as emotionally disturbed, mentally retarded, or learning disabled. This study compared the intelligence and academic achievement of the aforementioned classifications in order to determine similarities and differences. The results indicated that the juvenile delinquents were similar to the learning disabled and emotionally disturbed intellectually, and they were similar to the learning disabled and educable mentally retarded academically. In terms of both intelligence and academic achievement combined, juvenile delinquents had the greatest similarity to the learning disabled than either educable mentally retarded or emotionally disturbed. Therefore, teachers of juvenile delinquents should be familiar with the emotional manifestations of learning problems.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

Sign in / Sign up

Export Citation Format

Share Document