Abstract
The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general education classrooms. Results showed that students in the EAI condition improved their performance on math skills contained in several of the standards. Effect sizes were especially large for students with MD when the special education teacher more actively participated in the instructional activities with the math teacher. Classroom observations provided examples of how teachers can work together to benefit students in inclusive math settings.
| Original language | English |
|---|---|
| Pages (from-to) | 158-175 |
| Number of pages | 18 |
| Journal | Exceptional Children |
| Volume | 81 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jan 2015 |
Bibliographical note
Funding Information:The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology