Having basic mathematical understanding is an important life skill and critical for performing well in multiple life domains. It is also a part of almost all the study curriculum due to its importance however students with learning disabilities find it more complex than the normal students. Mathematics instruction for students with intellectual disabilities and autism is important as it is for normal students. However one thing is of a significant focus that most of the researches unfortunately ignored, it is the maintenance of mathematical concepts and not just acquisition for these students.
This was single-case multiple probes across participants study. In this study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations, explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skills.
The results of this study provided implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.
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