NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ959853
Record Type: Journal
Publication Date: 2012-May
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0022-4669
Teaching Mathematics and Science Standards to Students with Moderate and Severe Developmental Disabilities
Browder, Diane M.; Trela, Katherine; Courtade, Ginevra R.; Jimenez, Bree A.; Knight, Victoria; Flowers, Claudia
Journal of Special Education, v46 n1 p26-35 May 2012
This study evaluated strategies to teach secondary math and science content to students with moderate and severe developmental disabilities in a quasiexperimental group design with special education teachers randomly assigned to either the math or the science treatment group. Teachers in the math group implemented four math units representing four of the five national math standards. The science teachers implemented four science units representing three of eight national science content standards. A fourth standard, science as inquiry, was embedded within each of the units. Results showed students made gains in respective content areas. Students who received instruction in math scored higher than students who received instruction in science on the posttest of math skills. Likewise, students who received instruction in science scored higher than students who received instruction in math on the posttest of science vocabulary skills. Limitations and suggestions for future research and practice are discussed. (Contains 1 table and 1 note.)
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 - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A