Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis  

Oleh:

Kroesbergen, Evelyn H. ; Luit, Johannes E.H. Van

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 24 no. 2 (2003), page 97-114.
Fulltext: 97.pdf (186.1KB)

Isi artikel

This article presents the results of a meta-analysis of 58 studies of mathematics interventions for elementary students with special needs. Interventions in three different domains were selected: preparatory mathematics, basic skills, and problemsolving strategies. The majority of the included studies described interventions in the domain of basic skills. In general, these interventions were also the most effective. Furthermore, a few specific characteristics were found to influence the outcomes of the studies. In addition to the duration of the intervention, the particular method of intervention proved important: Direct instruction and self-instruction were found to be more effective than mediated instruction. Interventions involving the use of computerassisted instruction and peer tutoring showed smaller effects than interventions not including these supports.

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