Accessing the General Education Math Curriculum for Secondary Students with High-Incidence Disabilities

Autor/inn/en	Maccini, Paula; Strickland, Tricia; Gagnon, Joseph Calvin; Malmgren, Kimber
Titel	Accessing the General Education Math Curriculum for Secondary Students with High-Incidence Disabilities
Quelle	In: Focus on Exceptional Children, 40 (2008) 8, S.1 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-511X
Schlagwörter	Learning Disabilities; Special Education Teachers; Mathematics Instruction; Teaching Methods; Special Needs Students; Emotional Disturbances; Secondary School Students; Secondary School Mathematics; Mathematics Curriculum; Correctional Education; Institutionalized Persons; Correctional Institutions; Delinquency + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Gefühlsstörung; Sekundarschüler; Fürsorgeerziehung; Jugendstrafvollzug; Kriminalität
Abstract	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.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10