Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities
(Abstract only)
by Christian T. Doabler et al. (2012)

This article offers practical guidelines to enhance math instruction to make it more systematic and explicit, including:
  • prioritizing instruction around critical content.
  • pre-teaching requisite skills to ensure success with new material.
  • carefully selecting and sequencing instructional examples.
  • scaffolding instruction to promote learner independence.
  • modeling and demonstrating instructional tasks that students will learn.
    • Using clear concise language; this helps clarify the target, skill or concept.
    • Providing several models – but not so many that instruction gets bogged down with a lot of teacher talk.
    • Creating opportunities for students to actively participate in models, such as answering questions.

  • providing frequent and meaningful practice and review opportunities.
  • using visual representations of mathematical ideas.
  • delivering timely academic feedback, both corrective and confirmatory.

Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities (Abstract only) by Diane M. Browder et al. (2012)

This article looks at how early mathematical skills, which promote mathematical competence for students with learning disabilities, will also enhance learning for students with significant cognitive disabilities. It also identifies four key components to enhance mathematical instruction and numeracy development for students with significant disabilities, including:
  • • targeting early mathematical skills
  • • using systematic prompting and feedback
  • • using math stories in small group instruction
  • • embedding early mathematical skills at the same time at working on grade-level content.

Solving the Common Core Equation. Teaching Mathematics CCS to Students with Moderate and Severe Disabilities (Abstract only)
by Alicia F. Saunders et al. (2013)

This article demonstrates how the overall learning experience for students with significant disabilities is enhanced when they participate in learning activities aligned with grade level outcomes in the mathematics program of studies while continuing to work on basic mathematics. The authors describe evidence-based practice that will enhance mathematics instruction for students with disabilities including: constant time delay. least to most prompting, and task analysis.

The article also offers a six-step approach for teaching mathematics to students with disabilities, including:
  • Step 1: Selecting a topic and create objectives.
  • Step 2: Identifying a real-life activity using the skill.
  • Step 3: Incorporating evidence-based instructional practices.
  • Step 4: Including instructional supports.
  • Step 5: Monitoring progress.
  • Step 6: Planning for generalization.

Adapting Mathematics Core Curricula to Meet the Needs Of Students with Disabilities by David H. Allsopp, Jennie L. Farmer, David Hoppey, Drandi Leigh Kamp. Retrieved June 4, 2013

This online article discusses how several interconnected domains of effective mathematics practice can be used with a response to intervention (RTI) framework can lead to more effective mathematics teaching and numeracy development for students with significant disabilities.

The authors encourage teachers to:
  • emphasize critical areas of mathematical knowledge
  • engage students in multiple was of doing mathematics
  • emphasize effective explicit mathematics instructional practices
  • focus instruction to build understanding, proficiency and maintenance.

Teaching Mathematics and Science Standards to Students with Moderate and Severe Developmental Disabilities (Abstract only)
by Diane M. Browder et al. (2012)