Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs.
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| Title: | Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs. |
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| Authors: | Root, Jenny (AUTHOR) jrroot@fsu.edu, Saunders, Alicia1 (AUTHOR), Jimenez, Bree2 (AUTHOR), Gilley, Deidre1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Sep2023, Vol. 56 Issue 1, p34-43. 10p. |
| Subject Terms: | *Mathematics students, *Science education, *Students, Mathematics |
| Abstract: | In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599221120882 |
