Author(s)

D. Bond-Hu

Abstract

Many classrooms across the world contain students with disabilities. This study examined four instructional methods that have been suggested to be appropriate for educators to utilize in classroom environments to improve student mathematical understanding. The study was conducted in a multi-level, inclusive classroom in the United States with a mixture of learning disabled and non-learning disabled students. This study examined four different mathematicsinstructional methods designed specifically for students with dyslexia. Over a 20-day period, 17 students were taught mathematical concepts using one of the four instructional methods. Students provided ratings for each lesson based on a specific set of criteria. The instructor also kept a reflective journal to assist in the comparison of the students’ percep

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