Reasonable Adjustments to Maths for Students with Intellectual Disabilities

智障学生数学的合理调整

• 批准号: LP200300740
• 负责人: A/Prof Rhonda Faragher
• 金额: $ 12.45万
• 依托单位: The University of Queensland
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2022
• 资助国家: 澳大利亚
• 起止时间: 2022-01-19 至 2025-01-18
• 项目状态: 未结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP200300740
• 关键词: Reasonable; Adjustments; Maths; Students; Intellectual

Reasonable adjustments to secondary mathematics – parents want it, students need it, the Australian law requires it – but how do teachers achieve it? The aim of this project is to find ways to adjust, teach and assess secondary mathematics for students with intellectual and developmental disabilities. The significance of this study is in solving a problem facing teachers who are required by law to teach mathematics without evidence informed approaches. Expected outcomes are an evidence-base for reasonable adjustments to secondary mathematics and approaches and strategies for teachers for inclusive practices. If ways for teaching year-level mathematics to learners with intellectual disability are developed, many more students may benefit.

对中学数学进行合理调整——家长想要，学生需要，澳大利亚法律要求——但教师如何做到这一点？该项目的目的是为有智力和发育障碍的学生寻找调整、教授和评估中学数学的方法。这项研究的意义在于解决了法律要求教师在没有证据知情方法的情况下教授数学的问题。预期结果是对中学数学进行合理调整的证据基础，也是教师进行包容性实践的方法和策略。如果开发出向智力残疾的学生教授一年级数学的方法，可能会有更多的学生受益。