The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability

This study used a multiple probe across participants design to examine the effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Results demonstrated a functional relation between the Abstract sequence of instruction and students ability to solve equations using inverse operations. Students were also able to maintain the skills learned up to four weeks post-intervention. Implications for practice and recommendations for future research are described

Embedding Secondary Transition in the Common Core State Standards

Although standards-based reform has been evolving over a period of 40 years, it is relatively new to the field of special education (Browder et al., 2012). The purpose of standards-based reform is to better align special education programs and policies with larger national school improvement efforts (Nolet & McLaughlin, 2000). For only the last decade, special educators have been feeling the impact of this reform. The No Child Left Behind Act of 2001 and, more recently, the proposed reauthorization of the Elementary and Secondary Education Act (ESEA) have reinforced the standards-based reform for students with disabilities. Included in the Obama Adminstration’s recommendations for reauthorizing the ESEA are incentives for states to adopt academic standards that prepare students to succeed in postsecondary education and the workplace. The document asserts that “every student should graduate from high school ready for college and a career. Every student should have meaningful opportunities to choose from upon graduation from high school” (U.S. Department of Education, 2010a, p. 7)