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Full-Text Articles in Education
Effective Interventions For Secondary Students With Disabilities To Be Successful In Mathematics, Garret Atteberry
Effective Interventions For Secondary Students With Disabilities To Be Successful In Mathematics, Garret Atteberry
Culminating Projects in Special Education
This Starred Paper provides article summaries and data of different types of effective math interventions to secondary students with disabilities. This research is broken down into three main interventions: Concrete-Representational-Abstract, Explicit Teaching, and Cognitive Strategies.
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Theses and Dissertations
Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, …
Teaching An Algebraic Equation To High School Students With Moderate To Severe Intellectual Disability, Suzannah M. Chapman
Teaching An Algebraic Equation To High School Students With Moderate To Severe Intellectual Disability, Suzannah M. Chapman
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.
Supplemental Algebra Vocabulary Instruction For Secondary Students With Learning Disabilities, Joanna Stegall
Supplemental Algebra Vocabulary Instruction For Secondary Students With Learning Disabilities, Joanna Stegall
All Dissertations
Vocabulary is vital for success in secondary content area curricula and students with learning disabilities often have limited vocabulary knowledge which inhibits their success in secondary-level content area classes. Therefore, the purpose of this study was to examine the effects of an explicit algebra vocabulary intervention with graphic organizers on vocabulary knowledge and skills in algebra for students with learning disabilities in high school Algebra I. A single-case repeated acquisition design with pre- and posttest measures was used to determine the effects of the intervention for students with learning disabilities who received special education services. The study included 10 students …