Using Schemas to Support Life Skills Mathematics for Students with Developmental Disabilities

Autor/inn/en	Bouck, Emily C.; Long, Holly; Park, Jiyoon
Titel	Using Schemas to Support Life Skills Mathematics for Students with Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Middle School Students; Developmental Disabilities; Mathematics Instruction; Students with Disabilities; Intellectual Disability; Daily Living Skills; Visual Aids; Problem Solving; Word Problems (Mathematics); Direct Instruction; Skill Development; Generalization; Teaching Methods + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsstörung; Mathematics lessons; Mathematikunterricht; Disability; Disabilities; Studentin; Behinderung; Intellect; Verstand; Alltagsfertigkeit; Anschauungsmaterial; Problemlösen; Textaufgabe; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills via a schematic diagram, fading support of explicit instruction, and the system of least prompts (SLP). Across the four students, all acquired the skill of finding the total bill with tip and were also able to generalize to finding the total cost with tax. When using the schema, students were independent in completing the steps, and maintained their accuracy in solving both problem types after the intervention ended. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01