Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners with Extensive Support Needs

Autor/inn/en	Root, Jenny R.; Cox, Sarah K.; Saunders, Alicia; Gilley, Deidre
Titel	Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners with Extensive Support Needs
Quelle	In: Remedial and Special Education, 41 (2020) 4, S.194-206 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519887235
Schlagwörter	Access to Education; Mathematics Instruction; Students with Disabilities; Middle School Students; Problem Solving; Intervention; Word Problems (Mathematics); Middle School Mathematics; Mathematics Skills + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Problemlösen; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01