Keywords

learning disabilities, mathematics, special education, general education, special educators, general educators, instructional strategies, instructional practices

Abstract

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.

Notes

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Graduation Date

2008

Advisor

Little, Mary

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Education

Format

application/pdf

Identifier

CFE0002256

URL

http://purl.fcla.edu/fcla/etd/CFE0002256

Language

English

Release Date

May 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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