The effects of integrated learning systems on mathematics skill development for children with performance deficits in mathematics achievement

• Main Author: Ballard, Katherine D.
• Other Authors: Cassady, Jerrell C.
• Format: Others
• Published: 2011
• Subjects: Special education > Mathematics > Computer-assisted instruction.; Children with disabilities > Education (Elementary) > Computer-assisted instruction.; Mathematics > Study and teaching (Elementary) > Computer-assisted instruction.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/174918; http://liblink.bsu.edu/uhtbin/catkey/1370876

In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first study compared the growth of students' standardized testing scores from Spring 2005 to Spring 2006 between the ILS group (n = 56) and the comparison group (n = 43). Students were receiving special education services for either a primary disability area of a Specific Learning Disability or an Other Health Disability in a Midwestern elementary school setting (grades 3-6). Results indicated no significant difference between the ILS and comparison groups' growth scores. The second part of the study investigated 10 students' math achievement in relation to the math skills practiced, either solely on the ILS or through the ILS and teacher instruction. Students in the second part of the study were receiving special education services in the primary disability area of a Specific Learning Disability or an Autism Spectrum Disorder. Descriptive data gathered suggested that students gained math skills when the ILS was combined with teacher instruction. The discussion focuses on ILS features that were barriers for students with special education needs and how an ILS can be differentiated to become accessible for all learners. === Department of Educational Psychology