tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This systematic review investigates the characteristics of effective mathematics interventions for students with intellectual disabilities (ID) age 5 to 12, focusing on early numeracy, arithmetic, and arithmetical problem solving skills. Twenty studies from 2008–2020 were reviewed: 17 had a single-subject design and three a group-comparison design. The studies included a total of 135 students with ID. Consistent with previous studies, the analysis showed that interventions with systematic and explicit instruction with feedback and the use of manipulatives are effective instructional approaches and strategies for students with ID. This study reveals that effective interventions are well-structured, high intensity learning sequences adapted to the students’ achievement level. The intensity of an intervention requires careful consideration of the number of intervention… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract With early student‐centered transition planning and interagency collaboration efforts, schools can be better equipped to prepare students with specific learning disabilities for effective transition to post‐school environments. Link til kilde
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eric.ed.gov har udgivet: In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades below. All levels of the MAT/7 are statistically linked to permit scores comparisons across levels. On average, the students obtained a higher scale score on the on-grade test (mean=557) than on the out-of-level test (mean=541). When a correction was made for random guessing, the mean scale score on the on-grade test (mean=535) was lower than the mean scale score on the out-of-level test (mean=550), although the difference was not statistically significant. More of… Continue Reading →
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eric.ed.gov har udgivet: PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification (children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children’s performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. The study found that fifteen percent of children were declassified between 2003-04 and 2004-05. Children were more likely to be declassified when they transitioned from preschool to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract To understand the impact of the COVID-19 public health response on families of children with disabilities in Central Uganda we conducted phone interviews with parents and children during the first 5 months of the outbreak (March – July 2020). Most parents and children were well informed about COVID-19 and were keen to adhere to government prevention measures. The majority said lock-down measures had a negative effect on their mental and physical health, social life, finances, education and food security. Access to medical services and medication for chronic illness had been limited or absent due to restrictions in travel, some facilities restricting access, and limited financial resources. The majority of parents reported loss of work which resulted in difficulties in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were finally included due to the eligibility criteria. Studies were placed in categories based on the topics investigated. Regarding learning outcomes of students with MSCD, findings were moderately in favour of school inclusion for both academic achievement and adaptive skills. Regarding social outcomes, results showed that inclusive settings offer more access to instructional time and peer interaction, although they reported marginalisation during class activities and social isolation within the peer… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Children with disabilities are more likely to experience violence or injury at school and at home, but there is little evidence from Central Asia. Objective: To describe the prevalence of disability and associations with peer violence perpetration and victimization, depression, corporal punishment, school performance and school attendance, among middle school children in Pakistan and Afghanistan. Method: This is a secondary analysis of data gathered in the course of evaluations of interventions to prevent peer violence conducted in Pakistan and Afghanistan as part of the ‘What Works to Prevent Violence against Women and Girls Global Programme’. In Pakistan, the research was conducted in 40 schools, and disability was assessed at midline in 1516 interviews with Grade 7s. In… Continue Reading →
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eric.ed.gov har udgivet: Eleven experts in mathematics education, special education, and assessment completed an open-ended survey on current math instruction in relation to the “Curriculum and Evaluation Standards” of the National Council of Teachers of Mathematics and the perceived appropriateness and feasibility of the standards for students with disabilities. In general, the experts agreed that adoption of the Standards has been minimal and that math education in practice continues to emphasize basic skills. Two opposing viewpoints were evident in the experts’ responses. One viewpoint was that the Standards did not recognize the importance of individual differences and were not better than current practice in math education. The opposing viewpoint was that the Standards reflected a vision of what mathematics should be and that minimal, nonsubstantial modifications were needed for students… Continue Reading →
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eric.ed.gov har udgivet: This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The “Daughters with Disabilities” project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology by: (1) increasing the interests and achievement in science, math, and technology of girls in special education classes at the five participating schools; (2) enhancing existing science, math, and technology curricula for girls with disabilities in urban settings; (3) introducing and teaching the concept of “pre-transition” knowledge in the science, math, and technology areas; and (4) creating a network of support and training for pre-service and in-service special and regular… Continue Reading →
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