This study explored the performance of seventh-grade students with and without disabilities, educated in inclusive math classes, on a mathematics assessment aligned to state standards with graphing calculators as an accommodation. The study used random assignment of classes to condition with students nested in classes. Students did not use a graphing calculator on the preassessment but approximately half (52.5%) had access to a graphing calculator on the post-assessment. The results indicate that students with disabilities made gains from preassessment to post-assessment but students without disabilities performed statistically significantly better on the post-assessment than did students with disabilities, F(1, 35) = 4.322, p = 0.045. The results raise concern about the validity of calculators as assessment accommodations for students with disabilities.

# Calculating the value of graphing calculators for seventh-grade students with and without disabilities: A pilot study

Year:

2009

Source:

Remedial and Special Education, Vol. 30(4), 207-215.

Type:

Related Research

Content Area:

math

Grade Level:

middle school

IDEA Disability Category:

emotional disturbance

major-other health impairment

specific learning disability

speech or language impairment

Instructional Support:

alternate access devices and systems

practice and reinforcement activities

NCTM Content Standards:

algebra

data analysis & probability

number and operations

Math:

Counting & Cardinality

Expressions & Equations

Functions

Number & Operations in Base Ten

Number & Operations – Fractions

Operations & Algebraic Thinking

Statistics & Probability

The Number System