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2 recherche sur le mot-clé 'Moderate disability'
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Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204[article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204
Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders / Heather SCHENNING in Research in Autism Spectrum Disorders, 7-4 (April 2013)
[article]
Titre : Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Article en page(s) : p.526-540 Langues : Anglais (eng) Mots-clés : Moderate and severe disabilities Moderate disability Severe disability Access to general curriculum Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540[article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [Texte imprimé et/ou numérique] / Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540
Mots-clés : Moderate and severe disabilities Moderate disability Severe disability Access to general curriculum Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192