Current research on teaching mathematics to students with intellectual disability (ID) has demonstrated that, given evidence-based instruction, these students can acquire a wide range of skills. However, very little research has been conducted in inclusive general education (GE) classrooms and no studies have utilized the GE teacher as the intervention agent (Spooner, Root, Saunders, & Browder, 2018). This study utilized a multiple baseline design to evaluate the effects of GE teacher-delivered embedded instruction on two main variables: (1) students’ ability to solve word problems, and (2) generalization across people and materials and to untaught word problems. The data indicate that the embedded mathematics instructional package was effective in teaching students to (1) solve additive word problems with sums less than five, and (2) to generalize to untaught word problems and across people and materials. Limitations and suggestions for future research are also discussed.
|Original language||English (US)|
|Number of pages||14|
|Journal||Education and Training in Autism and Developmental Disabilities|
|State||Published - Sep 2020|
Bibliographical noteFunding Information:
Support for this research was provided in part by the U.S. Department of Education Office of Special Education Programs grant H325160064, The University of Utah Leadership Education Project (ULEP). Correspondence concerning this article should be addressed to Jessica A. Bowman, University of Minnesota, TIES Center, 207 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. E-mail: bowman@UMN.edu
© Division on Autism and Developmental Disabilities.