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ERIC Number: EJ1041424
Record Type: Journal
Publication Date: 2013-Jan
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1478-8497
Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities
Maccini, Paula; Gagnon, Joseph Calvin; Mulcahy, Candace; Wright, Kenneth
International Journal on School Disaffection, v10 n1 p47-71 Jan 2013
Students served in alternative and segregated settings tend to receive educational services that are not on par with their public school peers. To develop a better understanding of the problem, the authors conducted a national study of secondary psychiatric schools in the United States. Specifically, the authors administered a survey to mathematics teachers in psychiatric schools to investigate (a) student and classroom level characteristics, and (b) special education mathematics teachers' reported use of research-supported instructional practices with students classified with a learning disability (LD) or emotional/behavioural disorder (ED). The majority of the participating teachers stated that most of their students performed below grade level in mathematics. Teachers also reported frequently using a number of research-supported practices, including components of explicit instruction, strategy instruction, real-world problem solving, and instructional adaptations. However, the respondents also indicated that they seldom or never used a number of other research-supported practices. The authors provide implications for practice and future research based on the findings.
IOE Press. Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7763-2157; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A