Direct instruction in math word problems: Students with learning disabilities

Author: 
Wilson, C. L., & Sindelar, P. T.
Year: 
1991
The study investigated the effectiveness of strategy teaching and sequencing practice problems when teaching students with learning disabilities (LD) how to solve word problems. Students were randomly assigned to one of three intervention groups: 1) strategy plus sequence, 2) strategy only, and 3) sequence only. All were instructed in small groups of 3-5.
Source: 
Exceptional Children, 57(6), 512?519
Type: 
Research
Common Core State Standards: 
Reason Abstractly
Model with Mathematics
Use Appropriate Tools Strategically
Make Sense of Problems
Instructional Strategies: 
Organizing
Thinking Aloud
Modeling
Understanding Problems
Supporting Struggling Students: 
Differentiation

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AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19

Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR’s special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.

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