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Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities : = A Case Study on Singapore Math.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities :/
其他題名:	A Case Study on Singapore Math.
作者:	Uzhansky, Jane.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355610437

Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities : = A Case Study on Singapore Math.
Uzhansky, Jane.

Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities :A Case Study on Singapore Math. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

The co-occurrence of learning disabilities (LD), such as speech and language impairment (SLI) and attention deficit disorder/attention deficit-hyperactivity disorder (ADD/ADHD), also classified as other health impairment (OHI), is significant. Many of these students are being placed in the general education setting and need to obtain the learning skills to perform at the same level as their traditional learning leveled peers. The specific problem is that challenged students diagnosed with OHI or SLI are failing in math. Educational policies, such as the common core standards (CCS) in the United States, have caused American public schools to go back to the basics of math to rectify the lowering of U.S. student math testing results. In contrast to the CCS, Singapore Math (SM) focuses on problem solving and involves utilizing the multi-sensory approach and metacognition. The purpose of this qualitative, multiple case study was to explore if SM can be utilized in the lower grades math classroom to increase challenged students diagnosed with OHI or SLI in math comprehension. The responses to the interview questions asked of six SM teachers indicate that apart from therapy and medication, SM does help these children focus and concentrate while enabling them to easily understand complicated math concepts. Specifically, class participation and comprehension showed improvement using SM for students with OHI or SLI; however, it was not based exclusively on SM, but also due to IEP services rendered. Such services were viewed as necessary additional assistance tools for mastery of material taught. The teachers agreed that the multi-sensory approach strengthened class participation and comprehension. The recommendation for future research is to do a quantitative longitudinal study that can evaluate the effectiveness of the SM curriculum for students with OHI and or SLI.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355610437Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities : = A Case Study on Singapore Math.
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504 $a Includes bibliographical references
520 $a The co-occurrence of learning disabilities (LD), such as speech and language impairment (SLI) and attention deficit disorder/attention deficit-hyperactivity disorder (ADD/ADHD), also classified as other health impairment (OHI), is significant. Many of these students are being placed in the general education setting and need to obtain the learning skills to perform at the same level as their traditional learning leveled peers. The specific problem is that challenged students diagnosed with OHI or SLI are failing in math. Educational policies, such as the common core standards (CCS) in the United States, have caused American public schools to go back to the basics of math to rectify the lowering of U.S. student math testing results. In contrast to the CCS, Singapore Math (SM) focuses on problem solving and involves utilizing the multi-sensory approach and metacognition. The purpose of this qualitative, multiple case study was to explore if SM can be utilized in the lower grades math classroom to increase challenged students diagnosed with OHI or SLI in math comprehension. The responses to the interview questions asked of six SM teachers indicate that apart from therapy and medication, SM does help these children focus and concentrate while enabling them to easily understand complicated math concepts. Specifically, class participation and comprehension showed improvement using SM for students with OHI or SLI; however, it was not based exclusively on SM, but also due to IEP services rendered. Such services were viewed as necessary additional assistance tools for mastery of material taught. The teachers agreed that the multi-sensory approach strengthened class participation and comprehension. The recommendation for future research is to do a quantitative longitudinal study that can evaluate the effectiveness of the SM curriculum for students with OHI and or SLI.
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