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Math Interventions for Students with Autism Spectrum DisorderAuthor(s): King, S., Lemons, C., and Davidson, K. (2016)
This summary was developed by the E-Best team at the Hamilton Wentworth District School Board. This and other Research in Brief (RIB) summaries can be found at: http://www.hwdsb.on.ca/about/research

ASD can have varying effects on cognitive functioning. Those with high‐functioning ASD may not have difficulty with mathematics and numeracy, but can experience challenges in...

Viewed 635 times.
Training Partners in Augmentative and Alternative CommunicationAuthor(s): Shire, S. and Jones, N. (2015)
Augmentative and assistive communication provides individuals with tools and aids to participate in a variety of interactions and activities. This study found that...

Viewed 303 times.
Assistive Technology Tools: Supporting Literacy Learning for all Learners in the Inclusive ClassroomAuthor(s): Sider, S.; Maich, K. (2014)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

We are particularly interested in considering how assistive technology can be used to support the literacy achievement of all students, an area not frequently examined in the scholarly literature. In this article, we discuss the range of assistive technology tools available to students and teachers from a Universal Design for Learning (UDL) perspective, wherein strategies, resources and tools are incorporated with the needs of all students in mind.

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Improving Student Writing: Using Feedback as a Teaching ToolAuthor(s): Peterson, S. S. (2010)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

Given that teachers spend a great deal of time providing written feedback to
students, it is important that the feedback have a greater influence on students’
writing development. Verbal or written feedback can be a powerful teaching tool
if it is given while students are in the process of writing drafts.....Focusing
on individual students’ immediate writing needs, this ongoing feedback is a form
of differentiated instruction that complements the teaching of mini-lessons to
small groups or to the whole class.

The teaching tools discussed [in this summary] support all students, Grades 4 to 12."

Viewed 1,434 times.
Using Technology to Teach FractionsAuthor(s): Ross, J., Bruce, C. (2009)
In North America, students have traditionally struggled to learn fractions. This is a critical issue as understanding fractions is an important aspect of everyday decision-making. Teachers have also struggled with teaching students the concepts behind fractions because of a lack of discipline knowledge and pedagogical content. This research introduced five sets of learning objects, called CLIPS, which were developed to assist teachers in teaching the concepts behind fractions.

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