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Full-Text Articles in Special Education and Teaching
The Effects Of Computer-Assisted Instruction On Developing Mathematical Problem-Solving Skills, Mary W. Wise
The Effects Of Computer-Assisted Instruction On Developing Mathematical Problem-Solving Skills, Mary W. Wise
Theses & Honors Papers
The purpose of this study was to determine the effects computer-assisted instruction has on the mathematical problem-solving skills of students with learning disabilities. A multiple baseline across subjects design was used in this study. Three female students from a rural secondary school participated. Data were collected from fifteen sessions where mathematical problem-solving skills were taught utilizing computer-assisted instruction . Positive results were obtained from all three subjects in the study, though the degree of improvement varied.
Using A Constant Tie Delay To Teach Measurement To Middle School Students With Learning Disabilities, Emily S. Lovell
Using A Constant Tie Delay To Teach Measurement To Middle School Students With Learning Disabilities, Emily S. Lovell
Theses & Honors Papers
The purpose of this study was to teach the parts of an inch in sixteenths, using a constant time delay procedure. Constant time delay is a virtually effortless, or near errorless, instructional process involving the simultaneous delivery of a target stimulus and a controlling prompt for a limited number of trials, followed by trials where the target stimulus is presented, but the controlling prompt is delayed for a constant time period. The study was conducted with 6 sixth-grade students in a self contained math class for students with learning disabilities. The subject group contained 5 males and 1 female. Each …
Middle School Ld Math Teachers: Are They Following Regular Educational Programming Or Instituting Specialized Programs?, Sandra A. Meyer
Middle School Ld Math Teachers: Are They Following Regular Educational Programming Or Instituting Specialized Programs?, Sandra A. Meyer
Theses & Honors Papers
A review of the literature indicated that students with learning disabilities graduate from high school without a solid background in mathematics. It is the responsibility of the special education teacher to find and implement methods to reverse this trend. Regular education middle school math teachers and learning disabilities middle school teachers were surveyed to determine whether or not these teachers currently use similar instructional methods. Questions included what types of methods each group were using in their math classes. Respondents were asked to indicate if they often used a discovery method, peer tutoring, drill and practice, small group activities, or …