Special Education Curriculum in an Era of High Standards

Woodward, John

doi:10.1016/b978-0-12-388409-1.00014-x

Search citation statements

Order By: Relevance

Paper Sections

Select...

Theme 1: Distinguishing At-risk From MD Students1

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2017

Publication Types

Select...

Article1

Relationship

Self Cite1

Independent0

Authors

Journals

Cited by 1 publication

(1 citation statement)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding the first theme, Gersten and Chard's (1999) essay on number sense signified an important shift in the discussion of MD and the way in which MLD had been characterized in earlier decades. For years, special education researchers focused less on an underlying etiology of MD and more on skills-based analyses and/or interventions (Woodward, 2012). Gersten and Chard's description of number sense as an analog to phonemic awareness was wide-ranging, albeit incomplete, because of the state of the research at the time.…”

Section: Theme 1: Distinguishing At-risk From MD Studentsmentioning

confidence: 99%

Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education

Woodward

Tzur

2017

Learning Disability Quarterly

Self Cite

View full text Add to dashboard Cite

Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a constructive approach to learning. Two themes bind the four studies reviewed here. The first is what distinguishes students with math difficulties from those that may be considered as having a math disability. The second is the nature of curriculum and how the work described in this special issue departs from structured approaches to interventions that have a long and rich history in special education.

show abstract

Section: Theme 1: Distinguishing At-risk From MD Studentsmentioning

confidence: 99%