Research and Practice

Anderson K.M. Anderson C.L. (2001). Using software to help visualize mathematical processes. Special Education Technology Practice, 3(2), 13–18.

Anderson C. Anderson K. (1999). Integrating spreadsheets into mathematics for students with disabilities. Special Education Technology Practice, 1(4), 37–39.

Bauer A.M. Ulrich M. E. (2002). “I've Got a Palm in My Pocket:” Using handheld computers in an inclusive classroom. Teaching Exceptional Children, 35(2), 18–22.

Bley N.S. Thornton CA . (2000). Teaching mathematics to students with learning disabilities. Austin, TX: Pro-Ed.

Bos C.S. Vaughn S. (2001). Strategies for teaching students with learning and behavior problems (5th Ed.). Boston: Allyn & Bacon.

Bottge B.A. Heinrichs M. Mehta Z.D. Hung Y. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. The Journal of Special Education, 36(4), 186–200.

Bottge B.A. (2001). Building ramps and hovercrafts–and improving math skills. Teaching Exceptional Children, 34(1), 16–23.

Bottge B.A. (1999). Effects of contextualized math instruction on problem solving of average and below-average achieving students. Journal of Special Education, 33, 81–92.

Butler F.M. Miller S.P. Lee K. Pierce T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: A review of the literature. Mental Retardation, 39, 20–31.

Calhoon M.B. Fuchs L.S. Hamlett C.L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disabilities Quarterly, 23(4), 271–282.

Christle C.A. Hess J.M. Hasselbring T.S. (2001). Technology research in practice: Taking a virtual trip to the mall to learn math. Special Education Technology Practice, 3(2), 23–31.

Fuchs L.S. Fuchs D. (2001). Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research and Practice, 16, 85–95.

Helwig R. Anderson L. Tindal G. (2002). Using a concept-grounded, curriculum-based measure in mathematics to predict statewide test scores for middle school students with LD. The Journal of Special Education, 36(2), 102–112.

Helwig R. Rozek-Tedesco M.A. Tindal G. (2002). An oral versus a standard administration of a large-scale mathematics test. The Journal of Special Education, 36(1), 39–47.

Hollenbeck K. Rozek-Tedesco M.A. Tindal G. Glasgow A. (2000). An exploratory study of student-paced versus teacher-paced accommodations for large-scale math tests. Journal of Special Education Technology, 15(2), 27–36.

Horton S. Lovitt T. White O. (1992). Teaching mathematics to adolescents classified as educable mentally handicapped; Using calculators to remove the computational onus. Remedial and Special Education, 13(3), 36–60.

Irish C. (2002). Using peg- and keyword mnemonics and computer-assisted instruction to enhance basic multiplication performance in elementary students with learning and cognitive disabilities. Journal of Special Education Technology, 17(4), 29–40.

Johnson E.S. (2000). The effects of accommodations on performance assessments. Remedial and Special Education, 21(5), 261–267.

Maccini P. Cagnon J.C. (2000). Best practices for teaching mathematics to secondary students with special needs. Focus on Exceptional Children, 32(5), 1–22.

Meese R.L. (2000). Teaching learners with mild disabilities: Integrating research and practice (2nd Ed.). Belmont, CA: Wadsworth.

Miller D. Brown A. Robinson L. (2002). Widgets on the Web: Using computer-based learning tools. Teaching Exceptional Children, 35(2), 24–28.

Miller S.P. (2001). Validated practices for teaching students with diverse needs and abilities. Boston: Allyn & Bacon.

National Center for Education Statistics. (2003). National Assessment of Educational Progress (NAEP), 2000 Mathematics Assessment. Available online: http://nces.ed.gov/nationsreportcard/mathematics/results/calculator.asp.

Pellerito F. (2001). Go figure: Calculator options for students with special needs. Special Education Technology Practice, 3(2), 19–22.

Riley G.W. Beard L.A. (2002). On-screen math manipulatives: Virtual access for students unable to handle traditional manipulatives. Special Education Technology Practice, 4(2), 40–42.

Shin J. Deno S.L. Robinson S.L. Marston D. (2000). Predicting classroom achievement from active responding on a computer-based groupware system. Remedial and Special Education, 21(1), 53–60.

Smith R.O. (2000). Measuring assistive technology outcomes in education. Diagnostique, 25, 273–290.

Stanger C. Symington L. Miller H. Johns S. (2000). Teaching number concepts to ALL students. Teaching Exceptional Children, 33(1), 65–69.

Wissick C.A. (2000). Drill and practice: Web style. Special Education Technology Practice, 2(3), 37–39.

Woodward J. Montague M. (2002). Meeting the challenge of mathematics reform for students with LD. The Journal of Special Education, 36(2), 89–101.

Woodward J. Baxter J. Robinson R. (1999). Rules and reasons: Decimal instruction for academically low achieving students. Learning Disabilities Research and Practice, 14, 15–24.

Xin Y. P. Jitendra A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32(4), 207–225.