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Teaching shape recognition to studen...

Lyon, Kristin Joannou.

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Teaching shape recognition to students with significant intellectual disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching shape recognition to students with significant intellectual disabilities./
Author:	Lyon, Kristin Joannou.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621902
ISBN:	9781303933769

Teaching shape recognition to students with significant intellectual disabilities.
Lyon, Kristin Joannou.

Teaching shape recognition to students with significant intellectual disabilities. - 133 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2014.

This item must not be sold to any third party vendors.

Little research on teaching mathematics to students with significant intellectual disabilities exists, and that which does exist is largely in the areas of number and money skills. All students, including students with significant intellectual disabilities, need mathematics skills to lead productive and independent lives. Geometry skills help students make sense of the world around them. Mastery of shape recognition is a beginning geometry skill that is necessary for progressing to more advanced topics in geometry. The purpose of this study was to teach beginning shape recognition skills by combining evidence-based practices in shape recognition instruction with best practices in teaching mathematics to students with significant intellectual disabilities. This study utilized a small sample, interrupted time series (single-case) multiple-probe design across four behaviors that were (a) matching identical shapes, (b) matching shapes that are different sizes, (c) matching shapes that have different orientations, and (d) shape recognition. Although no students reached mastery criteria, all students showed some improvement, and much was learned regarding teaching mathematics to students with significant intellectual disabilities. Limitations, suggestions for future research, and the implications of these findings are discussed.

ISBN: 9781303933769Subjects--Topical Terms:

516693
Special education.

Teaching shape recognition to students with significant intellectual disabilities.
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100 1 $a Lyon, Kristin Joannou. $3 3172571
245 1 0 $a Teaching shape recognition to students with significant intellectual disabilities.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Wayne Sailor.
502 $a Thesis (Ph.D.)--University of Kansas, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Little research on teaching mathematics to students with significant intellectual disabilities exists, and that which does exist is largely in the areas of number and money skills. All students, including students with significant intellectual disabilities, need mathematics skills to lead productive and independent lives. Geometry skills help students make sense of the world around them. Mastery of shape recognition is a beginning geometry skill that is necessary for progressing to more advanced topics in geometry. The purpose of this study was to teach beginning shape recognition skills by combining evidence-based practices in shape recognition instruction with best practices in teaching mathematics to students with significant intellectual disabilities. This study utilized a small sample, interrupted time series (single-case) multiple-probe design across four behaviors that were (a) matching identical shapes, (b) matching shapes that are different sizes, (c) matching shapes that have different orientations, and (d) shape recognition. Although no students reached mastery criteria, all students showed some improvement, and much was learned regarding teaching mathematics to students with significant intellectual disabilities. Limitations, suggestions for future research, and the implications of these findings are discussed.
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650 4 $a Curriculum development. $3 684418
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773 0 $t Dissertation Abstracts International $g 75-09A(E).
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