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A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District
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Nottke, Regina – ProQuest LLC, 2017
The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…
Descriptors: Mathematics Achievement, Computer Assisted Instruction, Academic Achievement, Regular and Special Education Relationship