Strengthening the Third "R"| If you would like to know more about the research referenced in this issue, you can contact the following individuals and organizations by postal mail, telephone, or e-mail, or by using the URLs provided. Research Connections was prepared with funding from the U.S. Department of Education, Office of Special Education Programs, under Contract No. ED-99-CO-0026. It is in the public domain and may be freely reproduced and disseminated. The opinions expressed here do not necessarily reflect the positions or policies of OSEP or the Department of Education.
| ContactsJohn CawleyUniversity of Connecticut 861 Middle Turnpike Storrs, CT 06268 860-429-0358 louise.cawley@att.net
Paula Maccini and Joe Gagnon
Marjorie Montague
Rene Parmar
Martha Thurlow
John Woodward
ResourcesJordan, D. (2000). Lamar professors offer ESL and math CD-ROMS for deaf and hearing students. Hispanic Outlook, 10(17), 19-21. Cawley, J. (2002). Mathematics interventions and students with high incidence disabilities. Remedial and Special Education, 23(1), 2-6. Cawley, J., Parmar, R., Foley, T., & Roy, S. (2001). Arithmetic performance of students: Implications for standards and programming. Exceptional Children, 67(3), 311-328. Gersten, R., & Chard, D. (1999). Number sense: rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28. Hasselbring, T., Goin, L., & Bradsford, J. (1987). Effective mathematics instruction: Developing automaticity. TEACHING Exceptional Children, 19(3), 30-33. Kapperman, G., & Sticken, J. (in press). A software tutorial for learning the Nemeth Code of Braille mathematics. Journal of Visual Impairment and Blindness. Maccini, P., & Gagnon, J. (2002). Perceptions and application of NCTM Standards by special and general education teachers. Exceptional Children, 68(3), 325-344. Montague, M., Applegate, B., & Marquard, K. (1993). Cognitive strategy instruction and mathematical problem-solving performance of students with learning disabilities. Learning Disabilities Research and Practice, 8(4), 223-232. Thurlow, M., & Bolt, S. (2001). Empirical support for accommodations most often allowed in state policy (Synthesis Report 41). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low achieving students in inclusive settings. Exceptional Children, 63(3), 373-388. Research Connections is a biannual review of research on topics in special education, focusing on research sponsored by the U.S. Office of Special Education Programs. This issue of Research Connections was developed by Warger, Eavy Associates for the ERIC/OSEP Special Project. The ERIC/OSEP Special Project is operated by The Council for Exceptional Children through the ERIC Clearinghouse on Disabilities and Gifted Education. |
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