Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities

Joshua N. Baker, Christopher J. Rivera, Joseph John Morgan, Noelle Reese
  • Joshua N. Baker (Author) University of Nevada, Las Vegas image/svg+xml
    Joshua N. Baker, Ph.D. is an Assistant Professor of Special Education at the University of Nevada, Las Vegas. Josh’s research focuses on accessing the general education curriculum, Universal Design for Learning, and evidence-based practices for individuals with severe intellectual disabilities.
  • Christopher J. Rivera (Author) East Carolina University image/svg+xml
    Christopher J. Rivera, Ph.D. is an Assistant Professor of Special Education at East Carolina University located in Greenville, North Carolina. Christopher’s research focuses on evidence based practices for students with severe disabilities. In addition Christopher is interested in developing best practices for individuals with intellectual disabilities who are also identified as English language learners.
  • Joseph John Morgan (Author) University of Nevada, Las Vegas
    Joseph John Morgan, Ph.D. is an Assistant Professor of Special Education at the University of Nevada, Las Vegas. Joseph’s research focuses on accessing the general education curriculum for culturally and linguistically diverse students with disabilities.
  • Noelle Reese (Author) Hart County High School
    Noelle Reese, M.A. is a teacher of students with Intellectual Disabilities at Hart County High School located in Hartwell, Georgia. Noelle has been a special education teacher for over 10 years in the middle school and high school settings. In addition, Noelle is also very active providing hospital homebound educational services to students with severe disabilities who are prevented from coming to school because of severe health reasons.
DOI
https://doi.org/10.64546/jaasep.272
Abstract
The purpose of this study was to replicate similar instructional techniques of Jimenez, Browder, and Courtade (2008) using a single-subject multiple-probe across participants design to investigate the effects of task analytic instruction coupled with semi-concrete representations to teach linear algebraic equations to middle school students with intellectual disabilities. Over the past decade, instructional strategies used to teach academics to students with intellectual disabilities have seen a dramatic change. Federal laws (e.g., IDEA, 1997; 2004) and state assessments have assisted in creating a balance of functional and academic instruction with this population. Data were analyzed using visual inspection and descriptive comparison between baseline and intervention phases for each student. Results suggest a functional relationship across all participants. Generalization measures and limitations are discussed.
Keywords
Algebra, Equations (Mathematics), Grade 6, Grade 7, Grade 8, Intellectual Disability
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How to Cite
Baker, J. N., Rivera, C. J., Morgan, J. J., & Reese, N. (2015). Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities. Journal of the American Academy of Special Education Professionals, 10(2), 29-43. https://doi.org/10.64546/jaasep.272

Spring/Summer 2015

Article Information

  • Article Type Articles
  • Submitted April 8, 2015
  • Published June 15, 2015
  • Issue Spring/Summer 2015
  • Section Articles
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