Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of…

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined…

Teachers are expected to cater for the diverse learning needs of students in their classes including by the provision of reasonable adjustments for students with disabilities that impact their learning. In this paper we problematise the notion of reasonable adjustments for students with intellectual and developmental learning difficulties. Drawing…

The aim of this study is to investigate the effectiveness of Gagne's model in teaching the concept of geometric shapes, triangle, circle and square, to a student with intellectual disability. A multiple-probe design across behaviors, a single-subject design, was used to demonstrate the effectiveness of the adopted model. The participant of this…

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We…

Researchers determined virtual manipulatives, on their own or as part of an instructional sequence, to be an evidence-based practice for students with intellectual and developmental disabilities (IDD; Long et al., 2022). Yet, the majority of research looking at virtual manipulative-based instructional sequences involves the phases learned in a…

Researchers established virtual manipulatives as an evidence-based practice for students with intellectual and developmental disabilities (IDD). However, much of the existing research for this population targets middle school students with IDD. This study examined a virtual number line paired with teacher modeling and the system of least prompts…

Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of…

The purpose of this dissertation was to extend the literature base for teaching students with intellectual and developmental disabilities (IDD) mathematics and self-determination skills using an evidence-based practice called modified schema-based instruction (MSBI). Chapter one provides the rationale for teaching both mathematics and…

In this study, we used an instructional package consisting of a constant time delay procedure with multiple exemplars to teach five elementary students with moderate intellectual disability to identify geometric shapes listed in their state's core content standards and included on their state's alternate assessment. In addition, we included four…

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to…

Price comparison is a functional mathematics skill involving purchasing, use of money, and budgeting, with the goal of selecting the best deal based on a person's financial resources (Browder, Spooner, & Trela, 2011). The operational definition of "price comparison" is to compare the magnitudes of the price numbers and then select…

In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review…