[article] 
inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204

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

[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