Effective Mathematics Instruction for Students with Moderate and Severe Disabilities: A Review of the Literature

Autor/inn/en	Bowman, Jessica A.; McDonnell, John; Ryan, Joanna H.; Fudge-Coleman, Olivia
Titel	Effective Mathematics Instruction for Students with Moderate and Severe Disabilities: A Review of the Literature
Quelle	In: Focus on Autism and Other Developmental Disabilities, 34 (2019) 4, S.195-204 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Bowman, Jessica A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357619827932
Schlagwörter	Mathematics Instruction; Severity (of Disability); Moderate Intellectual Disability; Severe Intellectual Disability; Autism; Teaching Methods; Elementary Secondary Education; Special Education; General Education; Mathematics Skills; Generalization; Federal Legislation; Educational Legislation; Equal Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schweregrad; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	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 mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research 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	2021/2/06