Summary Section:
The article "Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of
Instruction Components," written by Gersten, Chard, Jayanthi, Baker, Morphy, and Flojo (2009),
focuses on instructional interventions for students with learning disabilities (LD). The study
analyzed how these students respond to different instructional components in mathematics. The
researchers used pre-tests, post-tests, and maintenance tests with students who had a basic
understanding of mathematics. The meta-analysis examined the impact of four categories of
instructional components: approaches to instruction and curriculum design, formative assessment
data and feedback to teachers on students' performance, formative data and feedback to students
with learning disabilities on their performance, and peer-assisted mathematics instruction
(Gersten et al., 2009).
The findings highlighted that mathematics instruction has often been neglected for students with
learning disabilities. The study emphasized the need for a strong foundational approach to
teaching mathematics to these students. The researchers focused on descriptive features outlining
characteristics of students with underlying learning disabilities and experimental features
addressing instructional interventions. The purpose was to define mathematical interventions as
practices designed to enhance the success of students with learning disabilities. The study
identified the best methods to improve these students' mathematical knowledge and skills
(Gersten et al., 2009).
Forty-two intervention studies were examined across four major categories: (a) approaches to
instruction and curriculum design, (b) ongoing formative assessment data and feedback to
teachers, (c) data and feedback to students with learning disabilities, and (d) peer-assisted
mathematics instruction (Gersten et al., 2009). Cross-age tutoring under peer-assisted
mathematics instruction yielded the most impressive outcomes. The meta-analysis showed that
all instructional components positively impacted mathematics instruction, except for asking
students to set goals and peer-assisted tutoring within a class.
As a second-year educator in an inclusive setting, I have found that the instructional components
discussed in this article are valuable for helping students with various learning disabilities.
Differentiated instruction helps meet students at their level, aiding them in grasping and retaining
mathematical concepts. Feedback provided through peer relationships encourages students to
strive harder. Research has shown that some students benefit from assessment feedback, while
others improve with peer assistance rather than solely from the teacher.
Analysis Section:
This article is insightful, examining forty-two different interventions that were outlined,
examined, and reviewed. However, some studies did not include relevant information such as
race, gender, and socioeconomic status, resulting in multiple codes for different instructional
components. Several instructional practices were outlined as beneficial for students with learning
disabilities.
Explicit instruction, a method where teachers clearly define lessons and model concepts, is
highlighted as effective. It allows students to engage actively and understand assignments
thoroughly. Heuristics, a set of problem-solving rules, help students discover practical ways to
solve problems by exposing them to various methods. This approach encourages students to
think aloud and break down questions to find solutions. Ongoing feedback is another beneficial
intervention, helping students learn from their successes and mistakes and remain aware of their
progress.
Application Section:
As a second-year educator, I found this article useful for discovering new interventions to
support my students. Interventions help build necessary skills for students with learning
disabilities to achieve success. This study shows that explicit instruction yields great results. In
my classroom, I use explicit instruction to review previously learned knowledge, skills, and
concepts daily. Visual supports are also incorporated to help students understand and retain
information.
Interventions, when applied appropriately, help students grow academically. Visuals aid
communication and motivation, allowing students to process their thoughts and check for
understanding. If interventions do not yield favorable results, they can be adjusted and reapplied.
Flexibility in interventions is crucial, as they can be modified based on students' needs.
Teaching is fluid and ever-changing, requiring constant adaptation. Romans 12:6-8 states, "In his
grace, God has given us different gifts for doing certain things well... If you are a teacher, teach
well." Being a special education teacher means being patient, kind, and flexible. I chose this
profession to positively impact the lives of children with disabilities. Each day is an opportunity
to facilitate a child's development, confidence, and positive outlook on learning. God shows us
that everyone is created differently but equally, and as an educator, I strive to ensure that my
students with learning disabilities are continuously encouraged, challenged, and loved
throughout the learning process.
References:
Reference: Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009).
Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of
Instructional Components. Review of Educational Research, 79(3), 1202-1242. Retrieved
September 9, 2020, from http://www.jstor.org/stable/40469093
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