The present study aimed to explore which instructional methods are used in inclusive classrooms for teaching mathematics to students with mild intellectual disability (ID) and whether individualised accommodations can influence their learning. The action research project involved five adolescent participants with mild ID and three maths teachers…

In the United States, students with mild intellectual disability (MID) are expected to access the general education curriculum and some of these students are required to pass the same high-stakes exams as students without disabilities. Research supports that students with MID can demonstrate success with mathematics after receiving interventions…

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school…

This study used a multiple probe across participants design to examine the effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Results demonstrated a functional relation between the Abstract sequence of instruction and…

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction,…

Beginning in April 2007, the Japanese government implemented efforts to shift the focus of educational policy away from the notion of "Special Education" towards "Special Needs Education". The primary objective of this change in focus is to move towards a policy of ensuring that the educational needs of students with learning…

This textbook for teachers discusses methods of teaching mathematics to mildly handicapped children in the elementary school. The mathematics is restricted to topics appropriate for and attainable by varied groups of handicapped children. Decisions on what, when, and for how long to teach are more crucial than how to teach. The first two chapters…

In a survey of resource room teachers (N=101) of learning disabled and mildly retarded students, mathematics instruction occupied about one-third of the average resource room teacher's teaching time. Although Ss reported considerable college coursework in mathematics and mathematics instructional methods, they felt inadequate at several…

This paper discusses the "Curriculum and Evaluation Standards" (produced by the National Council of Teachers of Mathematics) that are of particular relevance to mildly handicapped children. Concepts discussed include curriculum and instruction, need for a broad spectrum of mathematics, problem solving, vocabulary, emphasis on understanding, and…

This study investigated the differential effects of pausing during mathematics instruction in which 22 students with mild disabilities either worked independently or together. Results provided support for incorporating pauses during lecture. Performance gains were found in both accuracy and fluency of computation. Only multiplication performance…

This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders…

The key to developing mathematical automaticity in mildly learning-disabled students is establishing a relational network between mathematics problems and their answers through assessing current level of automaticity, building on existing knowledge, focusing on a small set of facts, and using "challenge times" (reducing the time given…

The article presents guidelines for teaching self-management strategies to improve mildly handicapped elementary students' independent work habits. Applying the skills of self-recording, self-evaluation, and self-reinforcement to math seatwork involves providing a rationale, modeling the strategy, and providing practice with feedback. Field test…

A case history of a middle school's implementation of an integrated collaborative program for students with mild disabilities is presented as a framework for discussing the realities of inclusion. The authors observed a mathematics teacher during a nine-week unit on fractions. Suggested strategies from the literature on inclusion are considered in…