Be the Future Through Grade Level Math Instruction Using a CRA Model

To achieve equity, opportunity and inclusion for people with significant disabilities,  our state has been implementing a Concrete/Representational/Abstract model to teach grade level mathematical concepts.  Using research based instructional practices, that will be demonstrated, what has been considered ‘too complex’ has now been evidenced to be achievable. Access and learning within the general education curriculum provides access to the future for ALL students!  As a result of this presentation, participants will:

  • Identify a model of learning grade level mathematical concepts accessible for people with significant disabilities
  • Discuss applications of use of the concrete to representational to abstract  sequence of instruction within inclusive environments
  • Name potential future outcomes for people with significant disabilities as they transition to post-secondary settings as a result of learning grade level mathematical concepts
  • Discuss the analysis of the evidence demonstrated and its correlation with the instructional practices used as well as its impact for families and community service providers
  • Identify potential uses of the concrete to representational to abstract instructional delivery model within the current classroom or environment  of each participant

Sharon Leonard, Allen Muir, Jared Campbell, Audrey Kappel