Brenda Cavenaugh

Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach.

Author(s): Brenda Cavenaugh & Michele McDonnall

Abstract:
Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education Elementary Longitudinal Study) that followed a national sample of students over six years. Analyses employed multilevel modeling. We found the extent of academic supports in the school was positively related to mathematics achievement for visually impaired (VI ) students without cognitive disability but not for those with cognitive disability. Gender and socio-economic status (SES) had no effects. Achievement growth was not hampered by cognitive disability. Schools with more academic supports may enhance mathematics learning for VI students without a cognitive disability, and VI students with a cognitive disability may need both a high level of supports and specialized supports to facilitate mathematics achievement.

Citation:
Giesen, J. M., Cavenaugh, B. S., & McDonnall, M. C. (2012). Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach. International Journal of Special Education, 27(1), 17-26.