University of Connecticut
861 Middle Turnpike
Storrs, CT 06268
Paula Maccini and Joe Gagnon
University of Maryland
1308 Benjamin Building
College Park, MD 20742
University of Miami
5202 University Drive
Merrick Bldg #321
Coral Gables, FL 33146
St. Johns University
8000 Utopia Parkway
Jamaica, NY 11439
National Center on Educational Outcomes University of Minnesota
75 East River Road
Minneapolis, MN 55455
University of Puget Sound
1500 N. Warner
Takoma, WA 98416
Jordan, D. (2000). Lamar professors offer ESL and math CD-ROMS for deaf and hearing students. Hispanic Outlook, 10(17), 19-21.
Cawley, J. (2002). Mathematics interventions and students with high incidence disabilities. Remedial and Special Education, 23(1), 2-6.
Cawley, J., Parmar, R., Foley, T., & Roy, S. (2001). Arithmetic performance of students: Implications for standards and programming. Exceptional Children, 67(3), 311-328.
Gersten, R., & Chard, D. (1999). Number sense: rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28.
Hasselbring, T., Goin, L., & Bradsford, J. (1987). Effective mathematics instruction: Developing automaticity. TEACHING Exceptional Children, 19(3), 30-33.
Kapperman, G., & Sticken, J. (in press). A software tutorial for learning the Nemeth Code of Braille mathematics. Journal of Visual Impairment and Blindness.
Maccini, P., & Gagnon, J. (2002). Perceptions and application of NCTM Standards by special and general education teachers. Exceptional Children, 68(3), 325-344.
Montague, M., Applegate, B., & Marquard, K. (1993). Cognitive strategy instruction and mathematical problem-solving performance of students with learning disabilities. Learning Disabilities Research and Practice, 8(4), 223-232.
Thurlow, M., & Bolt, S. (2001). Empirical support for accommodations most often allowed in state policy (Synthesis Report 41). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low achieving students in inclusive settings. Exceptional Children, 63(3), 373-388.
Research Connections is a biannual review of research on topics in special education, focusing on research sponsored by the U.S. Office of Special Education Programs. This issue of Research Connections was developed by Warger, Eavy Associates for the ERIC/OSEP Special Project.
The ERIC/OSEP Special Project is operated by The Council for Exceptional Children through the ERIC Clearinghouse on Disabilities and Gifted Education.