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HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES: MATHEMATICS INSTRUCTION, STUDY SKILLS, AND HIGH STAKES TESTS

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This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments. [PUBLICATION ABSTRACT]

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									               AmericAn secondAry educAtion 38(3) summer 2010



       high school students with
          leArning disABilities:
   mAthemAtics instruction, study skills,
          And high stAkes tests



Author

   mArcee m. steele, Ph.d., is a professor of special education at the Univer-
   sity of North Carolina Wilmington. She teaches courses in learning disabili-
   ties, assessment, program development, exceptionalities, and methods for
   special education.



ABstrAct
   This article reviews characteristics of high school students with learning dis-
   abilities and presents instructional modifications and study skills to help them
   succeed in algebra and geometry courses and on high stakes mathematics
   assessments.




introduction
   Because of recent legislation, including No Child Left Behind and IDEA,
   as well as the current inclusion trend for placement of students with mild
   disabilities, many students with specific learning disabilities (LD) will be
   taking algebra and geometry courses in the general education rather than
   special education classroom. It is an appropriate placement because many
   of the students with LD will need these courses to graduate from a college
   preparatory curriculum, be admitted to post secondary programs, and have
   pre-requisite skills for college level mathematics. It is a challenge, however,
   for the students to pass the courses and particularly the related high stakes
   tests that may be involved. The purposes of this article are to review the
   typical LD characteristics that frequently interfere with success in algebra

                                                                                21
                   AmericAn secondAry educAtion 38(3) summer 2010
high school students with leArning disABilities                               steele


     and geometry and then to present instructional strategies and study skills to
     help students succeed. These ideas, in many cases, are valuable for other
     students in the class as well.

ld chArActeristics
     In addition to specific mathematics deficits, the majority of students with
     learning disabilities exhibit other academic problems which may signifi-
     cantly affect their performance in mathematics, especially at the second-
     ary level. McNamara stated, for example, that students with LD at this
     level are well below average on all academic measures (2007). Specifical-
     ly, academic problems in reading can interfere with algebra and geometry
     textbook assignments. For
								
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