Instructional design in mathematics for students with learning disabilities

Area of Science:

• Special Education
• Learning Disabilities
• Instructional Design

Background:

• Students with learning disabilities (LD) exhibit lower achievement levels.
• A key factor is the mismatch between student learning characteristics and current instructional methods.
• This gap necessitates a re-evaluation of educational strategies for this population.

Purpose of the Study:

• To identify and describe design principles for instructional materials and practices tailored to students with LD.
• To illustrate how these principles can be applied in five key areas of instruction.
• To advocate for the wider adoption of these principles to enhance student outcomes.

Main Methods:

• The study outlines five core design principles for effective instruction.
• These principles are: (a) focusing on big ideas, (b) using conspicuous strategies, (c) ensuring efficient use of time, (d) providing clear, explicit strategy instruction, and (e) incorporating appropriate practice and review.
• The principles are illustrated with examples relevant to students with learning disabilities.

Main Results:

• The described design principles offer a framework for creating more effective learning environments.
• These principles address the specific needs and learning characteristics of students with LD.
• Successful implementation can lead to improved student engagement and comprehension.

Conclusions:

• Wider application of these evidence-based design principles in instructional materials and teaching practices is recommended.
• Adopting these principles has the potential to significantly elevate mathematics achievement for students with learning disabilities.
• This approach can contribute to closing the achievement gap for students with LD.