Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.

Although consumers completed tasks with greater independence using telecare supports, caution should be used when interpreting results due to the small number of participants. The potential for this technology certainly exists in supporting consumers in their own homes thus, suggestions for future investigations are provided.

Mathematics is an important content domain for all students, as understanding of mathematics is associated with in-school and postschool outcomes (Xin, Jitendra, & Deatline-Buchman, 2005). Yet, mathematics is an underexplored area of education for secondary students with mild intellectual disability. A review of the literature regarding interventions focused on academic mathematics for students with mild intellectual disability found seven studies published between 1999 and 2010, with many focused on procedural skills and involved flashcards or prompting systems (Hord & Bouck, 2012). Although the majority of the seven studies focused on secondary students with mild intellectual disability, there is still a lack of knowledge and attention to evidence-based mathematical practices for this population of students. Although specific research on evidence-based mathematical interventions for students with mild intellectual disability is sparse, educators can ground their mathematical intervention or instruction decision making in research. Although not specific to students with mild intellectual disability, many researchers discuss the value of explicit instruction in mathematics for teaching students with disabilities. Explicit instruction in mathematics is actually discussed as an effective practice for both students with learning disabilities or students struggling in mathematics and students with moderate and severe developmental disabilities (

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Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not always adequately meet the specific needs of individual teachers. This article presents an additional tool for professional learning utilizing a framework for selecting, monitoring and assessing progress toward self-identified areas of professional growth. The proposed model considers teacher development in three dimensions including school-based, communitybased, and universal growth. Keywords: professional development; multiple disabilities; teacher preparation