Twelve intervention studies were synthesized and categorized in three major areas: (a) online- and computer-based curricula for independent practice/instruction, (b) media-based interventions with video prompting, and (c) strategy instruction. In Chapter One, a systematic review of the literature was conducted in an effort to locate blended learning math studies for secondary-level students with disabilities and to assess the scientific rigor of those studies. Blended learning, an intervention that combines face-to-face instruction with computer-based instruction, has been shown to improve the on-task behavior and achievement of students with disabilities. In recent years, the use of technology-mediated and computer-assisted instruction has shown to have positive results with students with disabilities. These students exhibit lower levels of on-task behavior that limits their access to effective instruction, thus requiring instructional interventions that personalize learning, differentiate materials, and ultimately promote academic engagement. Students with high incidence disabilities in the public school system often perform multiple grade levels below their typically-developing peers in mathematics achievement.
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