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ERIC Number: EJ897294
Record Type: Journal
Publication Date: 2010-Sep
Pages: 7
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1053-4512
Teaching Algebra to Students with Learning Disabilities
Impecoven-Lind, Linda S.; Foegen, Anne
Intervention in School and Clinic, v46 n1 p31-37 Sep 2010
Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive processes, content foundations, and algebra concepts. The authors next describe three evidence-based strategies for addressing these needs: classwide peer-tutoring, cognitive strategy instruction, and explicit instructional routines. (Contains 1 figure.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A