BIO

Kailey Blye is from Winter Park, FL and is a second-year student at Florida State University majoring in Psychology. She sparked an interest in the research guided by Deidre Gilley due to her experience working alongside her peers with extensive support needs throughout her school years prior to FSU. Kailey has enjoyed learning more about the field of education and is excited to see the progress in the implementation of modified schema-based instruction to solve mathematic word problems for students with extensive support needs.

Modified Schema Based Instruction Targeting Ratio and Proportion Problem Solving of Secondary Students with Intellectual Disability

Abstract

There is not a one size fits all solution to providing all students an effective education. For example, students with intellectual disabilities (ID) often struggle with academic instruction, especially academic skill areas such as mathematics, thus needing individualized education to achieve academic achievement. It is essential to adapt the general education curriculum to provide access to their grade-aligned academic standards. The General Curriculum Access (GCA) Lab implements Modified Schema Based Instruction to provide access to math problems pertaining to an understanding of ratios and proportions. Through one on one individualized instruction, the GCA Lab seeks to determine if MSBI is a sizable intervention in the retention of mathematical concepts for students with ID.

Keywords: Math, Modified schema-based instruction, Problem solving, Intellectual disability