Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

William C. Hunter

Committee Member

Luann Ley Davis

Committee Member

James Meindl

Committee Member

Michele Atkins


Students with extensive support needs often struggle with the reading comprehension and mathematics reasoning skills needed to approach real life word problems. There has been research completed on appropriate educational pedagogies to utilize with students at the elementary and middle school levels, but none were found discussing methodologies to use for young adults in inclusive post-secondary education programs. The purpose of this study was to determine the effects of using modified schema-based instruction on mathematical percentage calculation for students with extensive support needs (i.e., moderate to severe intellectual disability, autism spectrum disorder, multiple disabilities) in an IPSE program. Upon visual analysis of results of this single case multiple probe across participants design, researchers found a functional relation between the mathematics treatment package and solving percentage calculations. Study implications, limitations, and suggestions for further research are presented.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest


Open Access