learning disabilities, mathematics, special education, general education, special educators, general educators, instructional strategies, instructional practices
The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
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Doctor of Philosophy (Ph.D.)
College of Education
Child, Family and Community Sciences
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Robertson, Shelby, "Comparing Middle School General And Special Educators' Use Of Research-based Instruction In Mathematics For Students With Learni" (2008). Electronic Theses and Dissertations. 3551.