Middle School Mathematics Teachers’ Beliefs About Inclusion of Students with Learning Disabilities
Location
Hamilton B
Proposal Track
Research Project
Session Format
Symposium
Abstract
When examining performances of students with disabilities on standardized math assessments the situation is bleak. The majority of existing research studies focus on teachers in elementary schools. This study, in contrast, examines the middle school context.
The Survey on Teaching Mathematics to Students With Learning Disables in Middle School, (Desimone & Parmar, 2004) was mailed to approximately 50 middle school mathematics teachers in surrounding areas. The survey was designed as a three-part questionnaire. Part 1 (12 items) provides descriptive data regarding the participants and their schools, as well as perceptions of the level of administrative support and available resources for inclusive teaching (extremely low to extremely high). Part II (14 items) uses a 5-point (strongly agree, agree, undecided, disagree, strongly disagree) Likert scale to measure participants’ beliefs regarding inclusive mathematics classes, students with LD, and their prior preparation to teaching in inclusive classrooms. Part III of the questionnaire has two dimensions and used a 4-point (very comfortable) Likert scale to assess participant’s’ level of comfort in their abilities to both (a) adapt their mathematics instruction (11 items and (b) adapt their instruction for students in specific topics within the middle school mathematics curriculum (17 items).
This research conclude December 2016.
Keywords
middle school, math, inclusion, instruction
Recommended Citation
Taylor, Roben, "Middle School Mathematics Teachers’ Beliefs About Inclusion of Students with Learning Disabilities" (2017). Georgia Educational Research Association Conference. 28.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/28
Middle School Mathematics Teachers’ Beliefs About Inclusion of Students with Learning Disabilities
Hamilton B
When examining performances of students with disabilities on standardized math assessments the situation is bleak. The majority of existing research studies focus on teachers in elementary schools. This study, in contrast, examines the middle school context.
The Survey on Teaching Mathematics to Students With Learning Disables in Middle School, (Desimone & Parmar, 2004) was mailed to approximately 50 middle school mathematics teachers in surrounding areas. The survey was designed as a three-part questionnaire. Part 1 (12 items) provides descriptive data regarding the participants and their schools, as well as perceptions of the level of administrative support and available resources for inclusive teaching (extremely low to extremely high). Part II (14 items) uses a 5-point (strongly agree, agree, undecided, disagree, strongly disagree) Likert scale to measure participants’ beliefs regarding inclusive mathematics classes, students with LD, and their prior preparation to teaching in inclusive classrooms. Part III of the questionnaire has two dimensions and used a 4-point (very comfortable) Likert scale to assess participant’s’ level of comfort in their abilities to both (a) adapt their mathematics instruction (11 items and (b) adapt their instruction for students in specific topics within the middle school mathematics curriculum (17 items).
This research conclude December 2016.
