BIO

Sarah Foy is a first-year student from Atlanta, Georgia who is pursuing a degree in Social Science Education. Growing up with a younger sister who has Down Syndrome, Sarah's research interest of investigating methods to effectively educate students with an intellectual disability stems from her first-hand experience with her sister. Sarah eventually hopes to teach social studies at the high school level to help create the next generation of educated change-makers.

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: special education, mathematics education, modified curriculum