Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction on mathematical problem-solving

This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psychology, and mathematics education. This innovative instructional approach encourages students to look beyond surface features of word problems to grasp the underlying mathematical structure of ratio and proportion problems. In addition, SBI introduces students to multiple strategies for solving ratio and proportion problems and encourages the selection of appropriate strategies.