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Teaching Mathematics to Students with Disabilities: Exploring the Effects of Technology Tools
This thesis provides research surrounding the integration of digital tools in mathematics instruction for students with disabilities. The research examines the perceived potential of the digital tools to enhance the mathematics learning experience and knowledge building. This thesis presents a structured look at the types of empirical interventions being implemented by educators and attempts to analyze the ways in which instructional technology tools are being employed in such research. The thesis study was specifically designed to examine whether the inclusion of technology tools (compared to the absence of them) positively or negatively affects engagement, comprehension, and performance. The observations are reported both qualitatively and quantitively. The study participants were students enrolled in middle school at Robert Louis Stevenson College and Career Preparatory, in a Special Day Program (SDP) composed of single-grade level classes. The study spanned the 7th and 8th grades.