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ERIC Number: EJ831645
Record Type: Journal
Publication Date: 2008-Apr
Pages: 31
Abstractor: ERIC
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0015-511X
Accessing the General Education Math Curriculum for Secondary Students with High-Incidence Disabilities
Maccini, Paula; Strickland, Tricia; Gagnon, Joseph Calvin; Malmgren, Kimber
Focus on Exceptional Children, v40 n8 p1 Apr 2008
In all educational settings, youth with disabilities, particularly those with learning disability (LD) and emotional behavioral disability (EBD), frequently have difficulties in mathematics. For teachers to provide students with access to the grade-level curriculum, a reliance on empirically validated instruction is essential. In this paper, the authors report on teachers' use of empirically validated math practices within Juvenile correctional schools for committed youth (JC). They highlight the effective instructional approaches that span all educational settings and discuss methods of addressing some of the unique difficulties within a JC school setting. While the context for these approaches and methods is JC schools, the recommendations and examples are applicable to youth in educational settings from the most inclusive to the most restrictive. Here, the authors aim to (a) share the results of a national survey on the extent to which secondary special education teachers in JC schools provide research-based instruction; (b) offer implications and recommendations for teaching math to students with LD and EBD using research-based mathematics instruction across educational settings; (c) highlight adaptations possible for JC schools; and (d) provide lesson examples that can be applied across settings. (Contains 16 figures.)
Love Publishing Company. 9101 East Kenyon Avenue Suite 2200, Denver, CO 80237. Tel: 303-221-7333; Fax: 303-221-7444; e-mail: lpc@lovepublishing.com; Web site: http://www.lovepublishing.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A