The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general education classrooms. Results showed that students in the EAI condition improved their performance on math skills contained in several of the standards. Effect sizes were especially large for students with MD when the special education teacher more actively participated in the instructional activities with the math teacher. Classroom observations provided examples of how teachers can work together to benefit students in inclusive math settings.

A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc.Lesbian, gay, bisexual, and transgender (LGBT) persons have received increasing attention in the published literature in various disciplines such as professional psychology, including school psychology (Baker & Campbell, 1998), student affairs (Wall, Washington, Evans, & Papish, 2000), and rehabilitation counseling (Harley, Hall, & Savage, 2000;Stuart, 1994). However, the published empirical research pertaining to these populations remain sparse (Fontaine, 1998). A further review of the literature reveals a more dismal picture of the limited attention to and inclusion of sexual minority college students with disabilities. One can assume that LGBT students are present, in similar proportions, among students with disabilities as in other populations of students. However, "it seems that university systems have often dissected minorities" in such a way as to indicate that "LGBT persons belong in one place and persons with disabilities in another" (Underhile & Cowles, 1998, p. 173). Conversely, Harley et al. emphasized that sexual orientation and disability must be perceived as interconnected rather than as parallel occurrences because there is clearly reciprocity of influence. On some college campuses, LGBT persons comprise a significant minority group, and receive considerably less attention and limited services than do other groups . According to the American Psychological Association, one in six college students is lesbian, gay, or bisexual (cited in Sherrill & Hardesty, 1994). Given this figure, "it makes good sense for colleges and universities to respond to this sizable market" (Sherrill & Hardesty, 1994, p. 6).The purpose of this article is to discuss LGBT college students with disabilities against the backdrop of being members of multiple cultural minority groups. Primarily, the focus is on college rather than high school students. The reason for this is that the literature gives relatively more attention to adolescents (e.g., Bullock, Gable, & Ridky, 1996;Henning-Stout, James, & Macintosh, 2000;Lipkin, 1999;Baker & Campbell, 1998;Tharinger & Wells, 2000), and LGBT college students with disabilities have been relegated to a status of invisibility (Underhile & Cowles, 1998). Because of this paucity of literature about sexual minority students in higher education, a discussion of the following components is presented (a) levels of awareness of sexual minority issues; (b) perspectives on disability and sexuali...

This article describes a follow-up analysis of findings from a randomized study that tested the efficacy of a blended version of Enhanced Anchored Instruction (EAI) designed to improve both the computation and problem-solving performances of middle school students with disabilities. The goals of the secondary analysis were to track overall error patterns of students in computing with fractions and to compare the effects of EAI and Business As Usual (BAU) on making these errors. Results showed that students taught with EAI reduced their errors compared to students in BAU classrooms and that reducing the one common error led to improved performance. Error pattern analysis provided clues about how to modify instructional materials for improving computation with fractions.

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