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Direct linkIrene Polo-Blanco; María J. González López; Alicia Bruno; Jon González-Sánchez – Learning Disability Quarterly, 2024
This study, which used a multiple baseline across participants' design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem solving performance of three students with mild intellectual disability, two of whom had an autism spectrum disorder. Following the intervention, the three…
Descriptors: Students with Disabilities, Special Education, Mild Intellectual Disability, Word Problems (Mathematics)
