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Direct linkDoabler, Christian T.; Smith, Jean Louise M.; Nelson, Nancy J.; Clarke, Ben; Berg, Tricia; Fien, Hank – Intervention in School and Clinic, 2018
A primary aim of mathematics programs is to accelerate the achievement of all students, including students with or at risk for learning disabilities (LD) in mathematics. Yet research suggests that many programs fail to incorporate the instructional design and delivery principles that have been validated to meet the learning needs of students with…
Descriptors: Mathematics Instruction, Special Education Teachers, Learning Disabilities, At Risk Students
Sealander, Karen A.; Johnson, Gae R.; Lockwood, Adam B.; Medina, Catherine M. – Assessment for Effective Intervention, 2012
A concrete-semiconcrete-abstract (CSA) instructional approach derived from discovery learning (DIS) was embedded in a direct instruction (DI) methodology to teach eight elementary students with math disabilities. One-minute abstract-level probes were the primary metric used to assess student performance on subtraction problems (minuends 0-9). A…
Descriptors: Discovery Learning, Teaching Methods, Direct Instruction, Mathematics Instruction
Nordness, Philip D.; Haverkost, Ann; Volberding, Annette – Journal of Special Education Technology, 2011
The effect of a mathematic flashcard application on a hand-held computing device was examined across three individual second grade students with learning and behavioral disabilities. All of the students improved their subtraction scores by an average of 17% as measured by the district-created, curriculum-based assessment. The results of this study…
Descriptors: Behavior Disorders, Subtraction, Teaching Methods, Mathematics Instruction
