Date of Award

1-1-2012

Document Type

Masters Plan B

Degree Name

Master of Science (MS)

Department

Science & Mathematics Teaching Center

Advisor

Professor Dr.Martin Agran, Chair

Second Advisor

Associate Professor Dr. Lynne Ipina

Third Advisor

Professor Dr. Jerry Hamann

Abstract

This literature review covers the current body of research conclusions regarding mathematics for students with severe cognitive disabilities (SCD). It reviews the historical background and importance of mathematics education as a whole in the special education system and for students with SCD. It emphasizes that research in this field is recent, within the past two decades. Although legislation of No Child Left Behind has been a contributing factor, these students are reaching higher potential than ever known possible, and this is calling for a body of research, training, and instructional materials to be available and current. More attention is being given to mathematics education and this attention is for including all special education students. In this paper, standards are reviewed and the cognitive foundations of disabilities are discussed. Curricula and interventions are being developed to meet these needs. Evidence shows an awareness and commitment to making more mathematics available and meaningful for students with severe cognitive disabilities.

Comments

Submitted in partial fulfillment of the requirements for the degree of Masters in Science in Natural Science/Mathematics in the Science and Mathematics Teaching Center at the University of Wyoming.

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