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Description

The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

Citation

Liu, M., Bryant, D. P., Kiru, E., & Nozari, M. (2020). Geometry interventions for students with learning disabilities: A research synthesis. Learning Disability Quarterly. Advance online publication. https://doi.org/10.1177/07319487198920


Related Institute

Published Date

2020

Topic

Mathematics Instruction
Special Education/Learning Disabilities

Type of Resource

Journal Article/Book Chapter

Audience

Administrators
General Education Classroom Teacher
Researcher
School Administrator
Special Education Teacher

Grade Level

Elementary
Middle School
High School