Teaching Early Math Skills to Young Children With Disabilities in Rural Blended Early Childhood Settings

Abstract

Two case studies were utilized to teach math skills while embedding the constant time delay teaching strategy. The study targeted children who were at risk for having mathematic difficulty in school due to disabilities, socioeconomic status, and living in a rural area. Four 3- to 5-year-old children with disabilities who attended rural inclusive preschool programs participated. Results indicated that early math skills were acquired with high levels of accuracy when compared with baseline data. Due to the end of the school year, one of the four children did not participate in maintenance or generalization data sessions. However, of the three children who participated, skills were maintained and/or generalized with 100% accuracy.

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

“…Some previous research about students with disabilities in blended or hybrid settings has focused on comparison studies of the effectiveness of specific technology tools and perceptions of the modality (e.g., Alvarado-Alcantar et al, 2018 ; Bottge et al, 2014 ; Hawkins-Lear & Grisham-Brown, 2019 ; Pace & Mellard, 2016 ). Studies that have specifically focused on how teachers use technologies in these settings to support students with disabilities have been conducted by Stevens and Rice ( 2016 ), Stevens and Rice ( 2018 ) and Rice and Stevens ( 2021 ).…”

Mathematical Skills in Early Childhood: Various Variables and Early Mathematics Intervention Programs

“…Bu dönemde çocukların bir kısmı matematik becerilerinde akranlarına göre daha yavaş ilerlemekte ya da birtakım farklı gelişimsel özellikler sergilemektedir. Küçük yaş grubu çocukların matematik becerilerinin gelişiminde önemli değişkenlik görüldüğü belirtilerek (Green ve Gallagher, 2014) özellikle bu değişkenliğin nedenleri arasında yetişkinlerle iletişimde bulunmak (Aubrey ve diğerleri, 2003), düşük doğum ağırlığı (Espy ve diğerleri, 2004), sosyoekonomik düzey, anne eğitim düzeyi, ev öğrenme ortamı (Anders ve diğerleri, 2012;Blevins-Knabe ve diğerleri, 2007;DeFlorio ve Beliakoff, 2015;Kleemans ve diğerleri, 2012;Jordan ve Levine, 2009), cinsiyet (Ai, 2002;Bevan, 2001;Leedy ve diğerleri, 2003) ve engel durumu (Geist, 2009;Green ve Gallagher, 2014;Hawkins-Lear ve Grisham-Brown, 2018;Morgan ve diğerleri, 2011) etkenler olarak gösterilmektedir. Özellikle sosyoekonomik durum ve özel gereksinim, çocukların matematik performanslarında farklılıkların önemli etkenleri olarak ele alınmakta ve bu gruplarda yer alan çocuklar matematik başarısı açısından risk grupları olarak değerlendirilmektedir (Clements ve Sarama, 2007;Hawkins-Lear ve Grisham-Brown, 2018;Klein ve diğerleri, 2011).…”

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education

“…Many of these schools taking this assessment are located in rural areas [13], where a series of factors and characteristics, such as multigrade classrooms (with students of different ages together in the same classroom), contribute to lower achievement compared to urban schools [14]. While there have been research efforts in the field of mathematics education in rural settings [15][16][17][18][19][20], there are limited studies that address the current situation in the field of statistics and statistical graphs in these areas.…”