Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

Autor/inn/en	Jimenez, Bree Ann; Stanger, Carol
Titel	Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers
Quelle	In: Physical Disabilities: Education and Related Services, 36 (2017) 1, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2372-451X
Schlagwörter	Teacher Surveys; Severe Intellectual Disability; Special Education Teachers; Manipulative Materials; Difficulty Level; Teaching Methods; Numeracy; Mathematics Instruction; Barriers; Psychomotor Skills; Tactual Perception; Concept Formation; Teacher Attitudes; North Carolina; Maryland; Texas; California; Colorado; Michigan; Tennessee; Wisconsin; Florida; New Jersey + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Hilfsmittel; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Psychomotorische Aktivität; Taktile Wahrnehmung; Concept learning; Begriffsbildung; Lehrerverhalten; Kalifornien
Abstract	A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness or lack of gross motor skills; 85% had students with weak to no fine motor skills; and 83% had students who lost track of the math objectives while manipulating materials, making the use of manipulatives difficult or impossible. Ninety-four percent of respondents agreed or strongly agreed that the use of manipulatives are valuable for students to gain early numeracy concepts; however almost half indicated difficulty using them within math instruction. Finally, respondents overwhelmingly noted their student engagement with technology (e.g., iPad, Smart Board) to support learning. Overall, survey results and the need for future research, including the use of virtual manipulatives, are discussed. (As Provided).
Anmerkungen	Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01