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Mathematics instruction for secondary students with learning disabilities
E D Jones1, R Wilson, S Bhojwani
1Department of Special Education, Bowling Green State University, Ohio 43403, USA.
Journal of Learning Disabilities
|March 1, 1997
Summary
Secondary students with learning disabilities often struggle in math due to various factors. This article explores effective instructional techniques to improve their mathematics achievement.
Area of Science:
- Special Education
- Mathematics Education
Background:
- Secondary students with learning disabilities (LD) exhibit inadequate progress in mathematics.
- Factors contributing to poor achievement include prior low performance, low expectations, and insufficient instruction.
Purpose of the Study:
- To discuss effective techniques for improving mathematics achievement in secondary students with learning disabilities.
Main Methods:
- Review of evidence-based instructional strategies.
- Focus on techniques demonstrated effective for this specific population.
Main Results:
- Identification of key factors hindering mathematical progress in students with LD.
- Presentation of practical, effective teaching methodologies.
Conclusions:
- Targeted instructional techniques can significantly enhance mathematics outcomes for secondary students with learning disabilities.
- Addressing factors like low expectations and inadequate instruction is crucial for success.