Abstract
Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive processes, content foundations, and algebra concepts. The authors next describe three evidence-based strategies for addressing these needs: classwide peer-tutoring, cognitive strategy instruction, and explicit instructional routines.
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