A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities

Browder, Diane M.; Spooner, Fred; Ahlgrim‐Delzell, Lynn; Harris, Amber; Wakeman, Shawnee

doi:10.1177/001440290807400401

Cited by 199 publications

(236 citation statements)

References 57 publications

Supporting

Mentioning

216

Contrasting

Unclassified

Order By: Relevance

“…While research has shown that students with severe intellectual disabilities can learn some basic mathematics, the majority of studies focused on simple discriminations, such as number identification, money, or telling time (Browder, Spooner, Ahlgrim-Delzell, Wakeman, & Harris, 2008). In addition, there has been research to support general curriculum math instruction for some students with severe disabilities (Browder, Trela, Courtade, Jimenez, Knight, & Flowers, 2012;Jimenez, Browder, & Courtade, 2008).…”

Section: Introductionmentioning

confidence: 99%

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Jimenez

Stanger

2017

RAPCC

View full text Add to dashboard Cite

Abstract:A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness or lack of gross motor skills; 85% had students with weak to no fine motor skills; and 83% had students who lost track of the math objectives while manipulating materials, making the use of manipulatives difficult or impossible. Ninety-four percent of respondents agreed or strongly agreed that the use of manipulatives are valuable for students to gain early numeracy concepts; however almost half indicated difficulty using them within math instruction. Finally, respondents overwhelmingly noted their student engagement with technology (e.g., iPad, Smart Board) to support learning. Overall, survey results and the need for future research, including the use of virtual manipulatives, are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Jimenez

Stanger

2017

RAPCC

View full text Add to dashboard Cite

show abstract

“…One reason may be that the curriculum is organised differently in the UK (Clough, 2006) [26] and the United States (Mulcahy et al, 2016) [27]. Another reason is that a number of studies about mathematics and special education have been performed with students with learning difficulties and emotional and behavioural disorders-most of the studies focused on the full range of developmental disabilities rather than focusing on students with significant intellectual disabilities (Browder et al, 2008) [28]. Moreover, the multiple strands and topics of mathematics is limited to number in the studies, therefore it is not clear what evidence exists for teaching the knowledge and skills for length in the measurement strand (Australian Curriculum Reporting and Assessment Authority, 2011a) [29].…”

Section: Purpose Of This Studymentioning

confidence: 99%

Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Plessis¹,

Ewing²

2017

ujer

View full text Add to dashboard Cite

Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.

show abstract

“…Based on their examination, technology-aided instruction, graphic organizers, the use of manipulatives, and explicit instruction had the evidentiary support required to establish EBPs for teaching mathematics to students with severe disabilities. Similar to the previous comprehensive review by Browder et al (2008), most of the articles analyzed skills which aligned with the NCTM's numbers and operations standard. …”

mentioning

confidence: 94%

“…Teaching students skills in mathematics represents the second most published literature for students with severe disabilities. In one of the first reviews on teaching mathematics to students with severe disabilities, Browder et al (2008) Browder et al (2008) found that most published studies taught skills within the National Council of Teachers of Mathematics (NCTM; 2000) numbers and operations and measurement standards, and the literature provided strong support for providing instruction on mathematical skills within in vivo settings.In an updated meta-analysis of research on teaching mathematical skills to students with severe disabilities, Spooner et al (2016) analyzed 36 total studies (33 SCD and three group experimental studies) published between January 2005 and August 2016. Of those 36 studies, 24 (22 SCD and two group studies) were evaluated to be of high or adequate quality, and were retained for analysis.…”

mentioning

confidence: 99%

Establishing the State of Affairs for Evidence-Based Practices in Students With Severe Disabilities

Spooner

McKissick

Knight

2017

Research and Practice for Persons with Severe Disabilities

Self Cite

View full text Add to dashboard Cite

The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize, report, and establish the state of affairs for teaching EBPs to students with severe disabilities; examine established practices and considerations for the future of EBPs; and describe the relevance of the EBP movement to advocacy and intervention research for this population. Leading organizations dedicated to improving the lives of people with severe disabilities must continue to place emphasis on practices and research that have provided empirical demonstrations of effect and standards of proof.Keywords evidence-based practices, severe disabilities, instructional strategies, academic skills, daily living skills Special education began to address evidence-based practice (EBP) with the mandate of the No Child Left Behind Act of 2001 (NCLB;, and an emphasis on EBP continues with the Every Student Succeeds Act (ESSA;. The dedication to systematic instruction and behavioral principles has been part of TASH from its inception (Haring & Brown, 1976) and continues as exemplified by volumes like Meyer, Peck, and Brown (1991), and recent text books Brown, McDonnell, & Snell, 2016;Westling, Fox, & Carter, 2015). Current practice and understanding insist that all children, including those with severe disabilities, are taught academic skills, and EBPs are to be used to teach those skills. The field took its lead on EBPs from the discipline of medicine. Sackett, Rosenberg, Gray, Haynes, and Richardson (1996) defined evidence-based medicine as the integration of individual clinical expertise and external clinical evidence from systematic research. Following the lead from medicine, lawmakers integrated statements about EBPs in an effort to produce desired learning outcomes and improve the lives of children with disabilities and their families.National Research Council (2002) suggested that much of the research done in the larger field of education including special education was substandard, and that the inferior nature of this research and its translation into practice was, in part, responsible for the poor educational outcomes of children. Several guiding research-article2017Spooner et al. 9principles were recommended to improve the quality of research and, in turn, affect the current poor state of affairs for education research: (a) pose significant questions that can be answered empirically; (b) link research to relevant theory; (c) use methods that permit direct intervention of the question; (d) provide coherent, explicit chain of reasoning; (e) replicate and generalize across studies; and (f) disclose research to encourage professional scrutiny and critique. Primary emphasis was given to group experimental designs, comprised of control and treatment groups, in which par...

show abstract

A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities

Cited by 199 publications

References 57 publications

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Establishing the State of Affairs for Evidence-Based Practices in Students With Severe Disabilities

Contact Info

Product

Resources

About