Date Approved

7-23-2018

Embargo Period

7-24-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Accardo, Amy

Committee Member 1

Kuder, Sydney J.

Committee Member 2

Xin, Joy

Keywords

Attentiveness, Choice, Engagement, Learning Disabilities, Special Education, UDL Math Menus

Subject(s)

Mathematics--Study and teaching; Learning disabled children--Education; Computer-assisted instruction

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to: (a) examine the effectiveness of UDL math menus in increasing the academic engagement of seventh grade students with disabilities, (b) examine the effectiveness of UDL math menus in increasing the academic achievement of seventh grade students with disabilities, and (c) determine if seventh grade students with disabilities are satisfied with the use of UDL math menus. The research was conducted using single-subject design methodology. The study followed an ABAB alternating baseline pattern. Student academic achievement was evaluated through daily assessments, while student engagement was evaluated five times per class, approximately every fifteen minutes daily. The results of this study suggest that the use of UDL math menus may help to increase the academic engagement and academic achievement of seventh grade students with disabilities. UDL math menus were found to increase the weekly mean engagement score for students, and the weekly mean academic achievement score for all students in the first intervention phase. Results also show that all students were satisfied with the use of UDL math menus. Implications for educating students with disabilities in a resource room setting include the recommendation to utilize additional education technologies such as UDL math menus in the classroom.

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