1. An observation study of mathematics instruction for students with IDD in grades K-2.
- Author
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Lindström, Esther R., Fisher, Emma, Cook, Megan, Perrella, Mariangela, McFadden, Kimberly A., Chen, Rui, and Fallah, Mohammad Bahadori
- Subjects
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SPECIAL education teachers , *MATHEMATICS students , *SPECIAL education , *STUDENT engagement , *RATING of students , *GRADING of students - Abstract
This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 min allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 61.2% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (5.7%), and instruction in other areas (0.3%). Observed mathematics content included Numbers and Quantitative Reasoning, and Measurement. Mean ratings of student engagement and instructional quality across areas were medium and low-average, respectively. Although student engagement did not differ by who was leading instruction, instructional quality differed between teachers and paraeducators. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning. • Mathematics instruction for elementary students with IDD prioritizes numeracy and measurement. • Students use manipulatives, technology, and worksheets during instruction. • Almost 1/3 of allocated instructional time goes to behavior management and transitions. • Teachers identify lack of resources, time, and training as barriers to high-quality instruction. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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