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

Articles

The Effects of CRA/CSA Explicit Instruction for Students with and without Disabilities Taught in an Inclusive Setting

  • Vanessa Hinton, Ph.D. (Author) Auburn University image/svg+xml
    Vanessa Hinton is an associate clinical professor at Auburn University. She taught special education in an elementary school for 11 years. Her research interests include tiered supports and supplemental mathematics instruction for students with mathematics difficulties.
  • Anna Gibbs, Doctoral Student (Author) Auburn University
    Anna S. Gibbs is a doctoral student at the University of Iowa and a Graduate Assistant at the Iowa Reading Research Center. Her research interest includes effective instruction for students with learning difficulties.
  • Toni Franklin, Ph.D. (Author) Columbus State University image/svg+xml
    Toni Franklin, Ph.D is an Assistant Professor of Special Education in the Teacher Education Department at Columbus State University. Her research interests include preparation and support of new special education teachers, inclusion of students with disabilities in the general education classroom, and post-secondary educational opportunities for individuals with developmental disabilities.
DOI
https://doi.org/10.64546/jaasep.414
Abstract
Children with cognitive delays or developmental disabilities are at elevated risk of having a persistent mathematics disability. Students who have difficulty in mathematics display trouble with awareness of numbers and numeric concepts. This is alarming because students who display lower mathematics performance early on in school make smaller gains in mathematics throughout their school years. Researchers show that explicit instruction is effective in teaching students with disabilities mathematics. More research needs to be conducted on brief explicit mathematic interventions using the concrete-representational-abstract sequence which is also referred to as the concrete semi-concrete abstract sequence in mathematics literature that target the skill of counting for students with and without developmental disabilities taught in inclusive settings. In this study, researchers examine the effects of using explicit instruction coupled with the concrete-representational-abstract sequence to teach counting skills to students who received special education services for disabilities in an inclusive setting along with their peers not identified as receiving special education. Implications of these findings are also discussed.
Keywords
Computation, Concept Formation, Developmental Disabilities, Direct Instruction, Inclusion, Intelligence Tests
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There are 23 references in total.
How to Cite
Hinton, V., Gibbs, A., & Franklin, T. (2020). The Effects of CRA/CSA Explicit Instruction for Students with and without Disabilities Taught in an Inclusive Setting. Journal of the American Academy of Special Education Professionals, 15(1), 46-57. https://doi.org/10.64546/jaasep.414

Winter 2020

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  • Article Type Articles
  • Submitted January 24, 2020
  • Published February 15, 2020
  • Issue Winter 2020
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