Teaching Math Online to Secondary Students With Learning Disabilities: Moving Beyond the Pandemic.
Saved in:
| Title: | Teaching Math Online to Secondary Students With Learning Disabilities: Moving Beyond the Pandemic. |
|---|---|
| Authors: | Bouck, Emily C.1 (AUTHOR) ecb@msu.edu, Myers, Jonte A.2 (AUTHOR), Witzel, Brad S.3 (AUTHOR) |
| Source: | Teaching Exceptional Children. Sep/Oct2024, Vol. 57 Issue 1, p56-65. 10p. |
| Subject Terms: | *Student engagement, *Virtual classrooms, *Courseware, *Teaching methods, *Blended learning, *Special education teachers |
| Abstract: | The article discusses the challenges faced by secondary special education teachers in providing effective online mathematics instruction to students with learning disabilities (LD) during and beyond the COVID-19 pandemic. It emphasizes the importance of implementing explicit instruction within a Universal Design for Learning (UDL) framework to support students with LD in learning mathematics online. The article provides concrete suggestions and strategies for implementing explicit instruction in secondary mathematics online, focusing on elements such as modeling, guided practice, and independent practice. It also highlights the need for additional considerations, such as providing student choice, maintaining student engagement, and utilizing digital technology effectively to support online learning for secondary students with LD. [Extracted from the article] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The article discusses the challenges faced by secondary special education teachers in providing effective online mathematics instruction to students with learning disabilities (LD) during and beyond the COVID-19 pandemic. It emphasizes the importance of implementing explicit instruction within a Universal Design for Learning (UDL) framework to support students with LD in learning mathematics online. The article provides concrete suggestions and strategies for implementing explicit instruction in secondary mathematics online, focusing on elements such as modeling, guided practice, and independent practice. It also highlights the need for additional considerations, such as providing student choice, maintaining student engagement, and utilizing digital technology effectively to support online learning for secondary students with LD. [Extracted from the article] |
|---|---|
| ISSN: | 00400599 |
| DOI: | 10.1177/00400599221092136 |
