In the era of multi-tiered system of support approach to learning, identifying mathematical interventions that have been found to be effective for students who are struggling academically is imperative. Given the divide between instructional approaches in general and special education mathematical teaching approaches, it is important to bridge the…

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

Dyscalculia is considered to be a learning difficulty or difference. It is increasingly being recognised and "diagnosed" within adult learning. However, practitioners are often unclear about whether learners who are considered to have dyscalculia are entitled to access arrangements for examinations and assessments, and which access…

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

Learning disabled elementary school children can learn subtraction skills with the aid of "hide and seek" number concept cards and a five-step sequence: (1) find a way to work it out, (2) add to check, (3) look for subtraction "partners," (4) group facts into "families," and (5) practice. (CB)

This study asked whether a mediated transfer procedure could facilitate acquisition of labeling tasks in learning-disabled students. In two experiments three young boys learned multiplication facts and number labeling within days following introduction of a color mediation procedure. (Author/PB)

This article first reviews the literature on the algebra performance of students with learning disabilities and provides reasons for their common difficulties. Some specific pedagogical practices are recommended, such as the use of the sequence concrete to representation to abstract. Suggestions for improving textbooks are also offered. (Contains…

The article details a rationale and procedures for assessing the mathematics learning environment of learning disabled students. Such assessment can include measures of the student's exposure to instruction, quality of curriculum and instruction, and the student's responses. Examples demonstrate assessment procedures and resulting instructional…

The Virginia State Supervisor for Learning Disabilities interviews Rose Sinicrope concerning the development of her finger subtraction strategy for use with learning-disabled students. Several examples of subtraction problems are illustrated to demonstrate the finger counting method, and this method is compared to the strategies of Chisanbop and…

Discusses some of the reasons why children fail in math, and suggests a general approach of moving from concrete to abstract in all situations. Reasons for math failure reviewed include too much or too little pressure on the child, lack of self-confidence, learning disabilities, and lack of vocabulary. (DLS)

Guidelines for teachers to better use manipulatives in the teaching of mathematics to learning disabled learners are offered including a rationale for manipulatives, selection crteria, principles underlying productive use of manipulatives, and making the transition from the concrete to the symbolic. Suggested materials and distributors are listed.…

The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…