Date of Award
Master of Science in Education (MSEd)
Education and Human Development
This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible.
Figliole, Daniel M., "Evidence-based practices for teaching mathematics to students with disabilities" (2013). Education and Human Development Master's Theses. 199.