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Article: A meta-analysis on teaching mathematics to students with significant cognitive disabilities.(Report)
- Article from:
- Exceptional Children
- Article date:
- June 22, 2008
- Author:
CopyrightCOPYRIGHT 2008 Council for Exceptional Children. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Instructional practices in mathematics for students with significant cognitive disabilities have historically focused on teaching mathematics within activities of daily living, such as shopping (e.g., Aeschleman & Schladenauffen, 1984; Browder, Snell, & Wildonger, 1988; Haring, Kennedy, Adams, & Pitts-Conway, 1987). Educators have sometimes also used assistive devices that minimize the need for mathematical competence (e.g., Fitzgerald & Koury, 1996; Frederick-Dugan, Test, & Varn, 1991; Lancioni, Singh, O'Reilly, & Oliva, 2003). In contrast, current federal policies such as the No Child Left Behind Act of 2001 require assessing mathematical achievement on state standards ...