John F. Cawley

LD Youth and Mathematics: A Review of Characteristics

This represents the second in a series of three articles by John F. Cawley and his associates on mathematics and learning disabled students. Based on information gleaned from the literature as well as an extensive data pool collected by the authors, the present article includes an interpretative review of the characteristics of learning disabled youth as they relate to mathematics. The authors delineate the many facets of failure with which the learning disabled youngster is faced. A set of discriminators are specified for identification of certain subgroups of learning disabilities. Finally, the data presented are shown to provide insight into assessment procedures for youth with disabilities in mathematics. The final article in this series on mathematics will appear in the Spring issue of the Quarterly. The focus will be on problem solving and the application of mathematical skills and concepts to “real-life” situations.

Science and Students with Mild Disabilities Principles of Universal Design

This article presents a framework for science programming at the elementary school level by incorporating the principles of universal design. Adherence to the principles of universal design shows promise for (a) increasing access to the general education curriculum, (b) enhancing student progress in science, and (c) framing the general education curriculum to make it more appropriate for students with disabilities (Orkwis, 1999). Five models of elementary school science are reviewed, with an emphasis on the principles of universal design: spiral, intensified, theme-based, integrated, and multiple-option. The multiple-option curriculum as exemplified by Science for All Children both meets the criteria and expands on the principles of universal design.

LITERACY PROFICIENCY AND SCIENCE FOR STUDENTS WITH LEARNING DISABILITIES

The purpose of this article is to describe program alternatives in science for students with learning disabilities and their implications for reading and writing. We review opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to reading-dependent science programs. Finally, we present an alternative framework for science and literacy as related to students with learning disabilities. The proposed alternative emphasizes the teaching of science with only minimal dependency on literacy skills and processes. In addition, we recommend the integration of the teaching of literacy skills and processes into the content of science after the science has been learned.The purpose of this article is to describe program alternatives in science for students with learning disabilities and their implications for reading and writing. We review opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to reading-dependent science programs. Finally, we present an alternative framework for science and literacy as related to students with learning disabilities. The proposed alternative emphasizes the teaching of science with only minimal dependency on literacy skills and processes. In addition, we recommend the integration of the teaching of literacy skills and processes into the content of science after the science has been learned.

Seeking Excellence in Mathematics Education for Student with Mild Disabilities

A s we progress toward the 1.21st century, there is great concern regarding the extent to which the United States will continue to maintain a dominant position in the economic and educational structures of a changing world. One component of th is concern is the mathematics education of our children and the mathematics competencies and proficiencies of our adults. General education is being called upon to increase both the quantity and quality of student s mathematics performance . There are calls to upgrade the quality of education through national curricula and national assessments; states have implemented standards for minimum competency and are reworking their standards for coursework; local education agencies are striving to increase the quality of student performance whil e the y remain cognizant of state testing requirements; and even the textbooks are beginning to change.

MATH WORD PROBLEMS: SUGGESTIONS FOR LD STUDENTS

This represents the final article in a series of three articles by John F. Cawley and his associates on mathematics and learning disabled students. The authors present specific strategies for systematically developing problem-solving experiences for LD students in mathematical curricula. The information discussed in this article is based on the extensive data pool collected by the authors on the mathematics characteristics of LD populations and the program development that has resulted from their efforts.

Mathematics and Learning Disabled Youth: The Upper Grade Levels1

Compared to disorders in reading, spelling, and written expression, mathematics disorders have received little attention by learning disabilities specialists. However, in recent years, Cawley and his associates at the University of Connecticut have made significant contributions in this area through their research and development efforts with learning disabled populations. This represents the first in a series of three articles which will focus upon mathematics and learning disabled students. Specifically, this article presents a model for mathematics programming for handicapped youth that considers both the characteristics of the learner and the appropriate representation of mathematics. The second article will present an interpretive review of the literature and the characteristics of learning disabled youth and mathematics. The final article will focus on problem solving and the application of mathematical skills and concepts to “real-life” situations.

Model for Arithmetical Programing for Handicapped Children

An alternative to current arithmetical programing for the handicapped is presented. Components of the instructional system include (a) a learning unit, (b) an interactive unit, (c) a verbal information processing unit, and (d) a conceptual processing unit. The instructional system offers a multiple option curriculum for the development of quantitative concepts by the handicapped.

Arithmetical Problem Solving: A Demonstration with the Mentally Handicapped.

In line with the thesis that the ultimate goal of an arithmetic program with the mentally handicapped is to facilitate problem solving, the investigators field tested an 18 week demonstration program. The groups taught by trained teachers showed significant gains in the 2 problem solving areas. Gains among retarded and average controls were not as consistent.

Giving Students with Disabilities a Voice in the Selection of Arithmetical Content

educational technology? Where are the huge gains that people hoped for, particularly for students with disabilities? What are the most effective ways to encourage students to learn math concepts and skills, using technology? What other benefits can accrue from technology—particularly when combined with other techniques like cooperative learning and self-regulated learning? The program we describe here capitalizes on the achievements gained by students in many combined approaches to math-technology instruction. Further, it allows students to use their present level of functioning to select the content they use to create, manage, and evaluate their own performance. The evaluation piece focuses on students’ creativity and production by using procedures such as counting the number of files students create, the number of different students who use each file, and the expanding diversity of the components of the file, such as novel and individualized types of arithmetic problems. Many researchers and educators have explored the use of technology in math instruction (see box, “What Does the Literature Say?”). What is noticeable in much of this work is that the content is prepared by teachers and other professionals; and the students respond to the material that is presented to them. What is missing is a way for students to select their own content and then monitor and evaluate their own performance or that of others. This article describes one approach that provides active, selfregulatory learning experiences for students. The approach is similar to what many teachers use in writing instruction, where students create stories and then work with their teacher to enhance and improve their respective stories. The Story of My Math

SPECIALLY DESIGNED INSTRUCTION AND ARITHMETIC COMPUTATION FOR THE LEARNING DISABLED

This paper offers an interpretation of specially designed instruction in arithmetic computation, challenging our overreliance on paper‐and‐pendl methodologies, rule‐oriented procedures, and traditional sequences. It then proposes practical means for developing the critical conceptual understandings that need to undergird computation. Long division is taken as an illustration of how we might rethink the task analysis behind the teaching of any other of the arithmetic operations.