Satsangi, Rajiv

PhD, Purdue University
Assistant Professor
Helen A. Kellar Institute for Human disAbilities
Sp Ed: General Curriculum
Special Education

George Mason University
Fairfax Campus
Finley Building 209
4400 University Dr.
MS 1F2
Fairfax, VA 22030

Rajiv Satsangi is an Assistant Professor in the College of Education and Human Development at George Mason University. His research focuses on studying technology-based interventions in mathematics for promoting conceptual and procedural learning for students with learning disabilities. His recent projects have evaluated the use of virtual manipulatives and video modeling for teaching Algebra and Geometry curricula to students in inclusionary settings. 

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

• College of Education and Human Development
• School of Education
• Division of Special Education and disAbility Research
• Special Education
• Sp Ed: General Curriculum
• Helen A. Kellar Institute for Human disAbilities

• Consultation and Collaboration (EDSE - 662)
• Adapted Instructional Methods and Transition for Secondary Learners (EDSE - 544)

• Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum (EDSE 629)
• Current Issues in Special Education (EDSE 844)
• Independent Study for the Doctor of Philosophy in Education (EDUC 897)
• Advanced Internship in Education (EDUC 994)