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Math Achievement for Students with Disabilities

Adrianne McKinney

ED 693

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NAEP Data

  • 61% of 4th graders in the US scored below proficiency

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  • 74% of 4th graders in Alabama scored below proficiency

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National Center for Education Statistics (2015)

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(National Assessment of Educational Progress)

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Wilson Elementary School

  • K-5
  • 750 students
  • 90% Caucasian, 8% African American, 2% Hispanic
  • Approximately 11% served with an IEP

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ACT ASPIRE for Wilson Elementary

  • 54% of 4th grade students partially or did not meet math content standards

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Alabama State Department of Education (2015)

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(National Assessment of Educational Progress)

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Common Core State Standards

  • Implemented in 45 states
  • Promotes critical thinking
  • Illustrations and reasoning

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Graybeal, 2013; Kornhaber, Griffith, & Tyler, 2014

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Influence of Apps

  • Increased student achievement
  • Encourages critical and higher order thinking skills
  • Prolongs student engagement
  • Improve learning for students with disabilities

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Johnson, 2013; O’Malley, Lewis, Donehower, & Stone, 2014; Santi & Baccaglini, 2015

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Voice and Video Apps

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  • Show Me
  • Educreations
  • Glogster Edu

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Gormley and McDermott, 2014

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Methodology

  • 10 fifth grade students
  • Served with IEPs
  • Varying disabilities

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Methodology

  • 2 units
  • No instruction with iPads during first unit
  • Pretests served as baseline data for summative assessments

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Quantitative Data

  • Pretest
  • 3 weekly posttests
  • Summative assessment

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Quantitative Data

  • Matrix for open-ended questions
  • Level 0: Did not attempt problem
  • Level 1: Recall information, no additional detail
  • Level 2: Brief explanation or illustration
  • Level 3: Explanation more detailed
  • Level 4: Completely detailed illustration and explanation

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Qualitative Data

  • Observational data chart
  • Raising hand
  • Appropriate response
  • Looking at teacher/board
  • Providing input/sharing ideas with peers
  • Requiring 0 to 1 prompts to complete tasks

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Findings

  • 37.3 point increase from unit 1 pretest to summative
  • 39.4 point increase from unit 2 pretest to summative
  • Unit 1 weekly test grades fluctuated
  • Unit 2 weekly test grades steadily increased

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Findings

Matrix for open-ended questions:

  • Unit 1: 10% increase in level 3 and level 4 answers
  • Unit 2: 64% increase in level 3 and level 4 answers

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Findings

Observational data:

  • Highest increase in providing input/sharing ideas with peers

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Conclusions

  • Understand learning objectives and student needs
  • Use a variety of content based apps
  • Encourage students to explain reasoning with apps

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Implications

  • Professional Learning Opportunities
  • Apps across the curriculum
  • Technology Night for parents

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References

Alabama State Department of Education (2015). 2013-2014 ACT aspire results. Retrieved from http://www03.alsde.edu/accountability/

accountability.asp

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Graybeal, C. D. (2013). Learning to look for the standards for mathematical practice. SRATE Journal, 22(2), 8-13.

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Gormley, K. & McDermott, P. (2014). Differentiating literacy instruction-there’s an app for that! The Language and Literacy Spectrum, 24, 49-75.

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Johnson, G. M. (2013). Using tablet computers with elementary school students with special needs: The practices and perceptions of special

education teachers and teacher assistants. Canadian Journal of Learning and Technology, 39(4)[JA1] , 1-12.

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Kornhaber, M. L., Griffith, K., & Tyler, A. (2014). Conceptions of equity under the common core. Education Policy Analysis Archives, 22(4),

1-30.

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National Center for Education Statistics (2015). National assessment of educational progress. Retrieved from

http://www.nationsreportcard.gov/reading_math_2015/mathematics/state/acl?grade=4

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O’Malley, P., Lewis, M. E. B., Donehower, C., & Stone, D. (2014). Effectiveness of using iPads to increase academic task completion by students

with autism. Universal Journal of Educational Research, 2(1), 90-97.

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Santi, G. & Baccaglini-Frank, A. (2015). Forms of generalization in students experiencing mathematical learning difficulties. PNA, 9(3), 217-243.

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