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ABSTRACT
The past four decades have generated significant research toward improving the academic outcomes of students with disabilities, especially in the field of mathematics. In this effort, the role of technology in the classroom, both high- and low-tech, has garnered significant attention. For students with disabilities, the use of manipulatives is a form of technology with an established research base. Although concrete manipulatives in instructional practice have been thoroughly studied, the emergence of virtual manipulatives presents teachers with new options for teaching mathematics to elementary and secondary students. This article discusses the use of virtual manipulatives for students with disabilities while highlighting the benefits they pose, such as providing students with flexible options for learning, promoting student autonomy, and offering educators a wider range of options to accommodate diverse groups of students.
Notes on contributors
Rajiv Satsangi is an assistant professor of Special Education at George Mason University. His research interests are focused on studying the benefits of assistive technology in mathematics for instruction and assessment of students with high-incidence disabilities.
Bridget Miller is an assistant professor in Early Childhood Science and Engineering Education at the University of South Carolina. Her research interests focus on studying assistive technology interventions that make STEM instruction more accessible to individuals with disabilities.