Access to Seventh Grade Mathematics: A Case Study of Two Students with Mild Intellectual Disability

Autor/inn/en	Hord, Casey; Duppstadt, Marissa; Marita, Samantha; Pescatrice, Stephanie
Titel	Access to Seventh Grade Mathematics: A Case Study of Two Students with Mild Intellectual Disability
Quelle	In: Journal of Intellectual Disabilities, 25 (2021) 1, S.31-49 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hord, Casey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629519858561
Schlagwörter	Access to Education; Grade 7; Secondary School Mathematics; Students with Disabilities; Mild Intellectual Disability; Short Term Memory; Teaching Methods; Nonverbal Communication; Visual Aids; Special Education Teachers; Mathematics Instruction; Instructional Effectiveness; Algebra; Problem Solving; Word Problems (Mathematics); Urban Schools + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; School year 07; 7. Schuljahr; Schuljahr 07; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Problemlösen; Textaufgabe; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In the United States, students with mild intellectual disability (MID) are expected to access the general education curriculum and some of these students are required to pass the same high-stakes exams as students without disabilities. Research supports that students with MID can demonstrate success with mathematics after receiving interventions that emphasize the strategic use of visual representations. In this qualitative case study, the researchers describe the teaching methods of a seventh grade, special education teacher who heavily emphasized visuals, such as diagrams and gestures, in her instructional approach. In her classroom, two students with MID demonstrated the ability to solve and discuss algebra problems that required use of the distributive property and to solve word problems of the same structure. (As Provided).
Anmerkungen	SAGE Publications. 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	2022/1/01