Bouck, E. C. (2009). Calculating the value of graphing calculators for seventh-grade students with and without disabilities: A pilot study . Remedial and Special Education , 30 (4), 207–215. https://doi.org/10.1177/0741932508321010
Bouck, E. C. (2009). Calculating the value of graphing calculators for seventh-grade students with and without disabilities: A pilot study. Remedial and Special Education, 30(4), 207–215. https://doi.org/10.1177/0741932508321010
This study explored graphing calculators as an accommodation. One class of students were provided instruction using graphing calculators and the other class were not afforded exposure to graphing calculators.
Forty grade 7 students from one school district in the Midwest (U.S.) participated; 13 students had disabilities and 27 did not have disabilities. Disability categories included learning disabilities (LD, 61.5%); other health impairments, including attention-related disabilities (OHI, including ADHD, 23.1%), and emotional-behavioral disabilities (EBD, 15.4%).
Classroom-based math assessment based on number and operation strands of NCTM Principles & Standards document (2000).
Students with disabilities who used a graphing calculator on the post-assessment after not using one on the pre-assessment made gains across these two test conditions. Students without disabilities performed statistically significantly better on the post-assessment than did students with disabilities; they also improved more than students with disabilities. The results indicate that the graphing calculators provided limited benefit to students with disabilities.