Phone: (703) 993-1746
Fax: (703) 993-4497
Email: rsatsang (@gmu.edu)
George Mason University
Finley Building 209
4400 University Dr.
Fairfax, VA 22030
Rajiv Satsangi is an Assistant Professor of Special Education in the College of Education and Human Development at George Mason University. His research studies the intersection of technology and pedagogy in mathematics education for students with or at-risk for a learning disability. His most recent grant-funded projects have evaluated the use of virtual manipulatives and video modeling for teaching Algebra and Geometry curricula to students in inclusionary settings. He previously earned the Must-Read Article of the Year Award from the Council for Learning Disabilities for his research published in Learning Disability Quarterly as well as the Samuel A. Kirk Research Publication Award from the Division for Learning Disabilities for his work in Learning Disabilities Research & Practice. Dr. Satsangi graduated with a Ph.D. in Special Education from Purdue University in 2015. Prior to pursuing his graduate studies, he served as a special education mathematics teacher in the Indianapolis Public School district.
Satsangi, R., Hammer, R., & Bouck, E. C. (2019). Using video modeling to teach geometry word problems: A strategy for students with learning disabilities. Remedial and Special Education. Advance online publication. doi:10.1177/0741932518824974
Satsangi, R., Hammer, R., & Hogan, C. D. (2019). Video modeling and explicit instruction: A comparison of strategies for teaching mathematics to students with learning disabilities. Learning Disabilities Research & Practice.Advance online publication. doi:10.1111/ldrp.12189
Satsangi, R., Hammer, R., & Evmenova, A. (2018). Teaching multistep equations with virtual manipulatives to secondary students with learning disabilities. Learning Disabilities Research & Practice, 33(2), 99–111. doi:10.1111/ldrp.12166
Satsangi, R., Hammer, R., & Hogan, C. D. (2018). Studying virtual manipulatives paired with explicit instruction to teach algebraic equations to students with learning disabilities. Learning Disability Quarterly, 41(4), 227–242. doi:10.1177/0731948718769248
Bouck, E. C., Satsangi, R., & Park, J. (2018). The Concrete-representational-abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39(4), 211–228. doi:10.1177/0741932517721712
Satsangi, R., & Bofferding, L. (2017). Improving the numerical knowledge of children with autism spectrum disorder: The Benefits of linear board games. Journal of Research in Special Educational Needs, 17(3), 218–226.
Satsangi, R., & Miller, B. (2017). The case for adopting virtual manipulatives in mathematics education for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61(4), 303–310. doi:10.1080/1045988X.2016.1275505
Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016). Comparing the effectiveness of virtual and concrete manipulatives to teach algebra to secondary students with learning disabilities. Learning Disability Quarterly, 39(4), 240–253. doi:10.1177/0731948716649754
Satsangi, R., & Bouck, E. C. (2014). Using virtual manipulative instruction to teach the concepts of area and perimeter to secondary students with learning disabilities. Learning Disability Quarterly, 38(3), 174–186. doi:10.1177/0731948714550101
- Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum (EDSE 629)
- Instructional Strategies for Math (EDSE 643)
- Consultation and Collaboration (EDSE 662)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)