There is minimal research on teaching mathematics to students with
moderate and severe disabilities and an even smaller amount of research
involving mathematical practices for serving students with visual impairments
and additional disabilities (Cortade, Test, & Cook, 2015). This is unfortunate
because mathematics is crucial for this population of students in order to
perform daily tasks and to be contributing members of society (Jitendra,
George, Sheetal, & Price, 2010). Students with multiple disabilities typically
exhibit slower rates of communication and cognitive development, which
makes it difficult for them to reach grade-level standards in mathematics.
Additionally, teachers of students with multiple disabilities, including visual
impairments, often may not know how to provide quality instruction in
mathematics in order to address the required standards.
Evidence-based interventions that have been effective in the area of
mathematics for students with multiple disabilities, including visual
Using Adapted Materials in Mathematics for
Students with Visual Impairments and Additional
Disabilities
Dr. Nicole Johnson, njohnson@kutztown.edu &
Dr. Anne Brawand, brawand@kutztown.edu
Kutztown University
60
