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The virtual-representational-abstract (VRA) framework adapts an evidence-based practice, the concrete-representational-abstract (CRA) framework, while trying to meet students and teachers where they are in terms of technology interest and use in education. This article discusses the VRA framework and the advantages of virtual manipulatives, and explains how a teacher can implement the VRA framework. Although more research is needed on the VRA framework, the VRA provides teachers an option as an instructional practice or intervention to support students struggling in mathematics.

Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In this manuscript, we provide practical tips for educators to make decisions about selecting and implementing manipulative-based instructional sequences for students with disabilities. We present and discuss the following steps educators should take when preparing to use a manipulative-based instructional sequence: (a) determine resources, (b) know the student, (c) identify the targeted mathematics, (d) evaluate time constraints, and (c) decide upon the ultimate goal of learning.

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According to Individuals with Disabilities Education Act, lack of appropriate instruction is a possible exclusionary factor that must be considered during Specific Learning Disability (SLD) identification. Student attendance is a major predictor of long‐term academic success or failure and may relate to whether a student had access to appropriate instruction; however, it is unclear whether and how attendance is considered during SLD identification. This survey of practicing school psychologists provides an exploration of how school psychologists consider and address student absenteeism in the SLD identification process. Researchers found considerable variability across school psychologists and eligibility teams across a multitude of dimensions, including whether and how attendance is considered exclusionary and whether respondents perceived the need for more clear guidance from their district and/or state.