Teaching Mathematics and Science Standards to Students with Moderate and Severe Developmental Disabilities

Autor/inn/en	Browder, Diane M.; Trela, Katherine; Courtade, Ginevra R.; Jimenez, Bree A.; Knight, Victoria; Flowers, Claudia
Titel	Teaching Mathematics and Science Standards to Students with Moderate and Severe Developmental Disabilities
Quelle	In: Journal of Special Education, 46 (2012) 1, S.26-35 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910369942
Schlagwörter	Developmental Disabilities; Special Education Teachers; Mathematics Instruction; Science Instruction; Secondary School Mathematics; Secondary School Science; Academic Standards; Achievement Gains; Science Process Skills; Mathematics Skills; Severity (of Disability); Urban Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schweregrad; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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.) (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10