Teaching Shape Recognition to Students with Significant Intellectual Disabilities

Abstract

Little research on teaching mathematics to students with significant intellectual disabilities exists, and that which does exist is largely in the areas of number and money skills. All students, including students with significant intellectual disabilities, need mathematics skills to lead productive and independent lives. Geometry skills help students make sense of the world around them. Mastery of shape recognition is a beginning geometry skill that is necessary for progressing to more advanced topics in geometry. The purpose of this study was to teach beginning shape recognition skills by combining evidence-based practices in shape recognition instruction with best practices in teaching mathematics to students with significant intellectual disabilities. This study utilized a small sample, interrupted time series (single-case) multiple-probe design across four behaviors that were (a) matching identical shapes, (b) matching shapes that are different sizes, (c) matching shapes that have different orientations, and (d) shape recognition. Although no students reached mastery criteria, all students showed some improvement, and much was learned regarding teaching mathematics to students with significant intellectual disabilities. Limitations, suggestions for future research, and the implications of these findings are discussed.