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Mathematics Interventions for Children with Special Educational Needs

A Meta-Analysis

Department of Special Education at Utrecht University, The Netherlands, E.H.Kroesbergen{at}fss.uu.nl

Johannes E.H. Van Luit

Utrecht University, The Netherlands

This article presents the results of a meta-analysis of 58 studies of mathematics interventions for elementary students with special needs. Interventions in three different domains were selected: preparatory mathematics, basic skills, and problem-solving strategies. The majority of the included studies described interventions in the domain of basic skills. In general, these interventions were also the most effective. Furthermore, a few specific characteristics were found to influence the outcomes of the studies. In addition to the duration of the intervention, the particular method of intervention proved important: Direct instruction and self-instruction were found to be more effective than mediated instruction. Interventions involving the use of computer-assisted instruction and peer tutoring showed smaller effects than interventions not including these supports.

Remedial and Special Education, Vol. 24, No. 2, 97-114 (2003)
DOI: 10.1177/07419325030240020501


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