Which method can be used to teach math concepts effectively to students with disabilities?

The concrete-representational-abstract (CRA) instruction method is particularly effective for teaching math concepts to students with disabilities because it provides a structured approach to learning that aligns well with their developmental and cognitive needs. This method begins with concrete manipulatives, allowing students to physically interact with objects to understand basic mathematical concepts. This hands-on experience is vital for learners who may struggle with abstract thinking.

Once the students grasp the concrete level, they transition to the representational stage, where they use drawings or visual representations of the manipulatives. This step bridges the gap between tangible objects and abstract ideas, helping to reinforce their understanding by visualizing mathematical concepts. Finally, students move to the abstract stage, where they work with symbols and numbers without the use of concrete objects or visual representations. This progression helps students build a solid foundation in math by ensuring that they fully understand each level before moving on to the next.

This sequence is beneficial because it caters to various learning styles and needs, allowing students with disabilities to develop a deeper understanding of math concepts incrementally. In contrast, other approaches, such as direct instruction or flipped classroom methods, may not address the specific learning needs of these students in the same structured and supportive way.