期刊
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
卷 38, 期 4, 页码 445-457出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/01626434221135144
关键词
intellectual disability; mathematics; virtual manipulatives; online instruction
Researchers examined the effectiveness of a virtual number line in supporting high school students with IDD in acquiring addition and subtraction skills. The study found a relationship between the intervention and student accuracy. Students became more independent but struggled to maintain their skills without prompts. Additionally, they were unable to apply the skills to real-life scenarios involving time and money.
Researchers established virtual manipulatives as an evidence-based practice for students with intellectual and developmental disabilities (IDD). However, much of the existing research for this population targets middle school students with IDD. This study examined a virtual number line paired with teacher modeling and the system of least prompts to support high school students with IDD in acquiring, maintaining, and generalizing addition and subtraction problems. Through a single case research study with three high school students with IDD, the researchers found a functional relation between the intervention package and student accuracy. Students also became more independent but struggled to maintain their skills when prompting was not provided. Further, the students were unable to generalize the skills of addition and subtraction to real-life scenarios targeting time and money. These findings and their implications for the field of IDD are examined.
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