Strategies For Students With Severe Disabilities

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I. Introduction The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that…show more content…
A worksheet was provided with dots on both numbers and students computed the sum. At the end of each teaching session, data was collected and computed. Each student seemed to be hitting their mark, and achieving 80% accuracy. Maintenance sessions were also held on an individual basis. They were not completed as frequently as the teaching sessions. They were held every seven day for 10 to 15 minutes at a time. Ten problems were prepared via a worksheet and prepared the same as the teaching sessions. Generalization sessions were held last for all of the students. These were completed once per quarter, and were completed in different environments from the teaching sessions. These sessions were also 10 to 15 minutes long and were completed via a worksheet. In the generalization phase, this is when the dots were removed from the first number only. A pre and posttest was given to the students throughout the length of this study. The overall results of the study showed that Touch Math was a successful strategy to use with students with Autism in the teaching, maintenance, and generalization sessions. “At the baseline/ pretest assessment, students could not achieve the skill of adding two single-digit numbers to find a single-digit sum, but students were able to complete the task with 100% completion after teaching sessions (Yikmis, 2016).” Each student was able to complete the 100% accuracy, but at different rates. Success continued to be
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