https://doi.org/10.1177/2165143418822800 Career Development and Transition for Exceptional Individuals 1–6 © Hammill Institute on Disabilities 2019 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/2165143418822800 cdtei.sagepub.com Transition in Practice Mr. Kramer is a 10th-grade resource math teacher in a large suburban high school. He currently has several sections of the same remedial math class. Each of these classes has about 20 to 25 students. Most of the students in Mr. Kramer’s class are receiving special education services under the learning disability category, but he also has students with autism, intellectual disability, and behavior disorders. The math ability of his classes varies greatly—some students perform close to a 10th-grade level, whereas others are at a third-grade level. Mr. Kramer teaches the same math proce- dures repeatedly, preventing him from being able to work closely with struggling students. Recently, he was provided a classroom set of iPads, and he is looking for a way to sup- plement his current instruction utilizing the iPads. Increased integration of students with disabilities in mainstream classrooms has created a need to develop, refine, and implement new evidence-based teaching meth- ods. The field of transition services is particularly in need of effective strategies that teach transition-age students aca- demic skills. Specifically, mathematic skill acquisition by this population is necessary for success outside of school (Kellems, Frandsen, et al., 2016). In 2015, The National Assessment of Educational Progress conducted by the U.S. Department of Education reported that only 6% of high school seniors with disabili- ties were at or above the proficient level in mathematics, leaving 94% of these students below proficiency (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2015). The fact that 94% of students with disabilities are below proficient in mathematics represents a compelling need for teaching strategies focused on increasing the number of students with disabilities proficient in math. One teaching strategy that can be used to increase math proficiency levels is augmented reality (AR). AR, which can be used to deliver the already established evidence-based practices of video modeling and video prompting (VP; Bellini & Akullian, 2007), is a strategy that has shown prom- ise for increasing math proficiency for students with dis- abilities and their typically developing peers (Sommerauer & Müller, 2014). Augmented Reality AR technology blends physical and digital worlds, provid- ing information about the environment through pictures, videos, and audios on mobile devices (Cihak et al., 2016; Smith, Cihak, Kim, McMahon, & Wright, 2016; Sommerauer & Müller, 2014). The system (a) combines real and virtual worlds, (b) provides a real-time interaction, and (c) superim- poses real objects or places and three-dimensional digital information (Sommerauer & Müller, 2014). AR can function as an assistive technology or instructional technology in 822800CDE XX X 10.1177/2165143418822800Career Development and Transition for Exceptional IndividualsKellems et al. research-article 2019 1 Brigham Young University, Provo, UT, USA Corresponding Author: Ryan O. Kellems, Brigham Young University, 340-B MCKB, Provo, UT 84602, USA. Email: rkellems@byu.edu Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities Ryan O. Kellems, PhD 1 , Giulia Cacciatore, MS 1 , and Kaitlyn Osborne, MS 1 Abstract A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities. Keywords augmented reality, math, video modeling, iPad, academic skills