Evaluating Calculators as Accommodations for Secondary Students with Disabilities

Autor/inn/en	Bone, Erin Kae; Bouck, Emily C.
Titel	Evaluating Calculators as Accommodations for Secondary Students with Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 23 (2018) 1, S.35-49 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2018-V23-I1-8437
Schlagwörter	Academic Accommodations (Disabilities); Calculators; Middle School Students; Computation; Mathematics Tests; Problem Solving; Computer Uses in Education; Individualized Education Programs; Educational Legislation; Equal Education; Federal Legislation; Mathematics Achievement; Incidence; Grade 8; Assistive Technology; Iowa + Suchen Sie Ihr Suchwort? Calculator; Rechner; Rechenmaschine; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Computernutzung; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkommen; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Students with disabilities often struggle with grade-level mathematics without appropriate support and accommodations. This study compared the performance of middle school students with disabilities on computational-based mathematics assessments when they had access to calculators and when they did not. Using a single-case ABAB design, data were collected on the number of problems attempted, the number of problems (or parts of problems) correctly answered, and, when given access, the number of problems on which students used calculators. In general, students attempted most problems regardless of the availability of a calculator but earned more points when they had access to and used a calculator. Although students indicated positive perspectives in terms of calculator use, most students used a calculator on less than half of the intervention problems. Future research is needed to examine the reasons students choose not to use calculators as well as the specific types of problems they find the calculator most helpful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01