ArcherA.HughesC. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
2.
CalhoonM. B.EmersonR. W.FloresM.HouchinsD. E. (2007). Computational fluency performance profile of high school students with mathematics disabilities. Remedial and Special Education, 28, 292–303. doi:10.1177/07419325070280050401
3.
FriendM. (2015). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16–22.
4.
FriendM.CookL.Hurley-ChamberlainD.ShambergerC. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9–27. doi:10.1080/10474410903535380
5.
FuchsD.FuchsL. S. (2015). Rethinking service delivery for students with significant learning problems: Developing and implementing intensive instruction. Remedial and Special Education, 36, 105-111.
6.
FuchsL. S.FuchsD.PowellS. R.SeethalerP. M.CirinoP. T.FletcherJ. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31, 79–92. doi:10.2307/20528819
7.
GajriaM.JitendraA. K.SoodS.SacksG. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225. doi:10.1177/0022194070400030301
8.
GathercoleS. E.AllowayT. P. (2013). Working memory and learning. London, UK: Sage.
9.
GearyD. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics, 32, 250–263. doi:10.1097/DBP.0b013e318209edef
10.
GearyD. C. (2013). Learning disabilities in mathematics: Recent advances. In SwansonH. L.HarrisK. R.GrahamS. (Eds.), Handbook of learning disabilities (2nd ed., pp. 239–255). New York, NY: Guilford Press.
11.
GerstenR.ChardD. J.JayanthiM.BakerS. K.MorphyP.FlojoJ. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242. doi:10.3102/0034654309334431
12.
JitendraA. K. (2004). Teaching tutorial 3: Teaching mathematics problem solving using schema-based strategy instruction. Charlottesville, VA: Division for Learning Disabilities.
13.
JitendraA. K.GeorgeM. P.SoodS.PriceK. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54, 145–151. doi:10.1080/104598809033493104
14.
KennedyM. J.IhleF. M. (2012). The old man and the sea: Navigating the gulf between special educators and the content area classroom. Learning Disabilities Research & Practice, 27, 44–54. doi:10.1111/j.1540-5826.2011.00349.x
15.
KurzA. (2011). Access to what should be taught and will be tested: Students’ opportunity to learn the intended curriculum. In ElliottS. N.KettlerR. J.BeddowP. A.KurzA. (Eds.), Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy (pp. 99–129). New York, NY: Springer.
16.
MacciniP.MulcahyC. A.WilsonM. G. (2007). A follow-up of mathematics interventions for secondary students with learning disabilities. Learning Disabilities Research & Practice, 22, 58–74. doi:10.1111/j.1540-5826.2007.00231.x
17.
MagieraK.ZigmondN. (2005). Co-teaching in middle school classrooms under routine conditions: Does the instructional experience differ for students with disabilities in co-taught and solo-taught classes?Learning Disabilities Research & Practice, 20, 79–85.
18.
MoinL. J.MagieraK.ZigmondN. (2009). Instructional activities and group work in the US inclusive high school co-taught science class. International Journal of Science and Mathematics Education, 7, 677–697. doi:10.1007/s10763-008-9133-z
19.
MontagueM.DietzS. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285–302. doi:10.1177/001440290907500302
20.
MontagueM.KrawecJ.EndersC.DietzS. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106, 460–481. doi:10.1037/a0035176
21.
MontagueM.WargerC.MorganT. H. (2000). Solve it! Strategy instruction to improve mathematical problem solving. Learning Disabilities Research & Practice, 15, 110–116. doi:10.1207/sldrp1502_7
22.
MyersJ. A.WangJ.BrownellM. T.GagnonJ. C. (2015). Mathematics interventions for students with learning disabilities in secondary school: A review of the literature. Learning Disabilities: A Contemporary Journal, 13, 207–235.
23.
National Council for Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
24.
RodgersW. J. (2017). Specialized instruction in co-taught high school classes (Doctoral dissertation). Retrieved from Libra. doi:10.18130/V3M633
25.
SatsangiR.BouckE. C. (2015). Using virtual manipulative instruction to teach the concepts of area and perimeter to secondary students with learning disabilities. Learning Disability Quarterly, 38, 174–186. doi:10.1177/0731948714550101
26.
SwansonH. L. (2012). Cognitive profile of adolescents with math disabilities: Are the profiles different from those with reading disabilities?Child Neuropsychology, 18, 125–143. doi:10.1080/09297049.2011.589377
VaughnS.WanzekJ.MurrayC. S.RobertsG. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
29.
WalkowiakT. A.BerryR. Q.MeyerJ. P.Rimm-KaufmanS. E.OttmarE. R. (2014). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics, 85, 109–128. doi:10.1007/s10649-013-9499-x
30.
WitzelB. S. (2005). Using CRA to teach algebra to students with math difficulties in inclusive settings. Learning Disabilities: A Contemporary Journal, 3(2), 49–60.
31.
WitzelB. S.MercerC. D.MillerM. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18, 121–131. doi:10.1111/1540-5826.00068