Mathematics continues to be one of the most challenging aspects of the school curriculum for students with learning disabilities. The provision of pedagogically sound foundational computation and word problem instruction in the elementary grades is critical for students to progress through the mathematics curriculum successfully. A multiple‐probe‐across‐participants design was used to investigate the effects of explicit instruction using the concrete‐representational‐abstract sequence with integrated cognitive strategies to teach five fourth‐ and fifth‐grade students how to subtract when regrouping is required. All five participants benefited from the scripted instructional lessons. Practical implications and suggestions for future research in this area are provided.

Address the tens column: 10 or more go next door. Student adds the numbers in the tens column. If the sum is 10 or more, the student records the "1" crutch number in the hundreds column. Mark tens in tens column.Student records the tens in the answer space of the tens column.Examine and note hundreds; exit with a quick check.Student adds and writes the number of hundreds in the hundreds column. Student then re-adds the problem to be sure the answer is correct. Implementation of 1-minute computational probes isone of the most effective instructional strategies for helping students develop declarative knowledge.

Adolescence is an important time in human development. Teenagers spend much time questioning their core belief structures and developing the foundations of their identity. For students who identify as lesbian, gay, bisexual, or transgender (LGBT), this path of development is difficult in American schools because of strongly held homophobic beliefs. Barriers in sexuality identity development could cause problems for students with disabilities, including low self-esteem, psychological problems, and suicidal ideations. This article addresses action steps that educators can take to support this student population.

No abstract