Best Practices for Teaching Mathematics to Secondary Students with Special Needs

Maccini, Paula; Gagnon, Joseph Calvin

doi:10.17161/foec.v32i5.6919

Cited by 67 publications

(45 citation statements)

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“…Presentation of traditional STEM concepts through Technology and Communications curriculum may be especially suited to the needs of students identified with LD. The smaller class sizes and fewer curricular constraints of non-core courses may enable educators to utilize non-traditional pedagogy, or Technology and Communications curricular content may lend itself to the incorporation of technology within the classroom, an instructional strategy lauded as beneficial for students with LD (Bottge & Hasselbring, 1993; Howell, Sidorenko, & Jurica, 1987; Maccini & Gagnon, 2000; Marino, 2010). The importance of adult mentoring and/or student self-confidence may prove an implicit finding within future research in this area.…”

Section: Implications For Policy Practice and Future Researchmentioning

confidence: 99%

“…Progression along the math course-taking pipeline is predictive of general high school performance and college enrollment (Schneider, Swanson, & Riegle-Crumb, 1998). While research on supporting the learning of students identified with LD has typically focused on improving pedagogy and curriculum within science and math courses (Marino 2010; Calhoon and Fuchs 2003; Maccini and Gagnon 2000; Bodzin et al 2007), we take a wider, more systemic approach to the issue from a course placement perspective.…”

Section: Introductionmentioning

confidence: 99%

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Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

Shifrer

Callahan

2010

J Spec Educ Technol

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Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

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Section: Implications For Policy Practice and Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

Shifrer

Callahan

2010

J Spec Educ Technol

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“…For students with disabilities, manipulatives serve additional purposes. Manipulatives are a common accommodation for students with disabilities (Maccini & Gagnon, 2000), and evidence suggests manipulatives increase student attention and engagement during mathematical tasks (Belenky & Nokes, 2009; Jimenez & Stanger, 2017). Researchers determined manipulatives, presented in a graduated sequence framework, are an evidence-based practice for students with specific learning disabilities (Bouck, Satsangi, & Park, 2018) and are effective in general use for a variety of disability categories served under the Individuals with Disabilities Education Act (IDEA; Bouck & Park, 2018; IDEA, 2004; Peltier et al, 2019).…”

mentioning

confidence: 99%

Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

Bouck

Mathews

Peltier

2019

J Spec Educ Technol

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Manipulatives offer students with disabilities access and support in classrooms. However, it is important for educators to be aware that concrete manipulatives are not the only option. Teachers serving students identified with a disability in the middle grades may consider selecting virtual manipulatives as supplement, complement, or in lieu of concrete manipulatives. In this technology in action, the authors provide information for educators about using virtual manipulatives and how they can be used across different settings, instructional needs, and mathematical content areas for middle school students with disabilities.

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“…Also mandated by IDEA is the requirement that all students, with the exception of those who participate in alternate state assessments, participate in district and state assessments (Maccini & Gagnon, 2006). ues to be determined, several important recommendations have been identified that should be incorporated into problem solving instruction (Fuchs & Fuchs, 2001, 2005Jitendra & Xin, 1997;Kroesbergen & van Luit, 2003;Maccini & Gagnon, 2000;Woodward & Montague, 2002). Therefore, it is important that students with disabilities who find problem solving in mathematics challenging get the instruction they need.…”

mentioning

confidence: 99%

Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study

Garderen

2008

Teacher Education and Special Education: The Journal of the Tea

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A random sample of middle school special education teachers from various classroom settings completed a survey asking them about what instructional practices and materials they used to teach students with disabilities how to solve word problems, how much time they allocated to problem solving instruction, and what type of problems they gave their students to solve. Overall, regardless of setting, the teachers focused primarily on instructional practices that teach students how to solve word problems (e.g., visualization) but not on practices that encourage analytical thinking necessary to promote transfer of learning (e.g., use of analogy). The teachers gave more straightforward and practice-oriented word problems than complex, real-world word problems to solve. Finally, the majority of the teachers provided one hour or less of problem solving instruction per week. Implications for further research and recommendations for improving special education teacher knowledge of problem solving instructional practices in mathematics for students with disabilities are provided. Instructing Students with Disabilities to Solve Word ProblemsAlthough the research base as to how to best instruct students with disabilities contin-

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Best Practices for Teaching Mathematics to Secondary Students with Special Needs

Cited by 67 publications

References 0 publications

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study

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