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An observation study of mathematics instruction for students with IDD in grades K-2.
- Source :
-
Research in Developmental Disabilities . Oct2023, Vol. 141, pN.PAG-N.PAG. 1p. - Publication Year :
- 2023
-
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]
Details
- Language :
- English
- ISSN :
- 08914222
- Volume :
- 141
- Database :
- Academic Search Index
- Journal :
- Research in Developmental Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- 172810368
- Full Text :
- https://doi.org/10.1016/j.ridd.2023.104591