Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems

Author:

Bouck Emily,Park Jiyoon,Nickell Barb

Publisher

Elsevier BV

Subject

Clinical Psychology,Developmental and Educational Psychology

Reference43 articles.

1. Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with disabilities;Agrawal;Learning Disabilities Research & Practice,2016

2. Functional life skills curricula intervention for youth with disabilities: A systematic review;Alwell;Career Development for Exceptional Individuals,2009

3. The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology;Ayres;Psychology in the Schools,2013

4. Functional curriculum and students with mild intellectual disabilities: Exploring postschool outcomes through the NLTS2;Bouck;Education and Training in Autism & Developmental Disabilities,2012

5. Bouck, E.C., Park, J., 2016. Mathematics manipulatives to support students with disabilities: A systematic review of the literature.

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