2018 TASH Conference has ended
Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Be Creative - Innovative Solutions for an Inclusive Life,” reminds us to think outside the box during times of uncertainty. Creativity, innovation, and determination can pave the way for meaningful and inclusive lives for people with disabilities.

Thursday, November 29 • 5:30pm - 7:00pm
Supporting Students with Moderate and Severe Disabilities in the Inclusive Math Classroom

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Mathematical problem solving is an essential skill that can greatly increase an individual's quality of life. Further, the Individuals with Disabilities Education Act (2004) mandates that students with disabilities are provided access to and make progress in the general education curriculum, including in mathematics. The prevailing literature on teaching mathematics to students with moderate and severe disabilities (MSD) has demonstrated some emerging trends. First, anchoring mathematics instruction to a math story has been shown to be effective and beneficial in providing a context to the math skills being taught. Secondly, utilizing concrete representations (such as graphic organizers and/or manipulatives) enable students with MSD to access the more abstract elements of mathematics and demonstrate what they know in an accessible way. Unfortunately, virtually all of recent mathematics research for students with MSD has been conducted in self-contained classrooms (Spooner et al., 2018). Embedded instruction has been found as an effective way to incorporate evidence-based practices (such as systematic instruction) during natural opportunities in the general education classroom to teach individualized learning goals (Jimenez & Kamei, 2015).  The purpose of this poster will be to show the effectiveness and social validity of general education teacher-delivered embedded math instructional package (simultaneous prompting, manipulatives, and graphic organizer) on students' ability to solve simple word problems. The effects of the study on general education teachers' instructional self-efficacy will also be examined.   This study shows how educators can think creatively about supporting students with MSD in inclusive mathematics classrooms, even when special education staff support is not available. Training general education teachers simple instructional strategies for supporting students with MSD in their classrooms has the potential for increasing capacity of school teams to provide the best possible supports for students with severe disabilities in inclusive schools and classrooms.

avatar for Jessica Bowman

Jessica Bowman

Research Associate, University of Minnesota/ TIES Center

Thursday November 29, 2018 5:30pm - 7:00pm
Salon E/F - Lower Level 1401 SW Naito Parkway, Portland, OR 97201

Attendees (3)