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The Effectiveness Of Socratic Teaching As An Intervention In The Instruction Of High School Geometry For Students With Emotional Behavioral Disorders, Adam Wohl
Culminating Projects in Special Education
High school students across the United States continue to struggle to attain mathematical proficiency, let alone achieve deep levels of conceptual knowledge in its various fields. This is particularly true for students with special needs. In this study, the effectiveness of the Socratic method was analyzed using a study on 13 students taking geometry with emotional-behavioral disorders (EBD), autism spectrum disorders (ASD), or other health disorders (OHD), including students with comorbidities between these. Six students were in the experimental group and received the Socratic method as an instructional method for a unit lasting approximately six weeks. Seven students were in …