Best Practices in Service Provisions in Mathematics for Students with Learning Difficulties/High Incidence Disabilities (RTI, Specific Strategies, Specific Interventions)
Journal of Scientific Research and Reports · pp. 2665–2684 · Published 19 Aug 2014
10.9734/JSRR/2014/11496Abstract
This paper attempts to make fundamental connections between the usage of intervention strategies and the instructional practice used to improve students’ performance in mathematics. The public policy demands that educational offerings be made accessible to students with disabilities. Making mathematics accessible is a public policy issue rather than a technological issue. Therefore, it is essential that educators push for better public policy to support the availability of accessible mathematics in the classroom. This paper describes how Response to Intervention (RTI) strategies improve mathematics performance of students with mathematical learning disabilities (MLD) at the elementary and secondary school levels. Therefore, the proposed study will promote positive attitudes toward the use of RTI in mathematics classroom and will encourage teachers to use educational programs for students with MLD in their general classroom.
Cited by 2
Ani Derderian · International Journal of Adult Vocational Education and Technology · 2017
Ani Derderian · Computer-Assisted Language Learning · 2019
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