Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators

Abstract

A nationwide random sample of 179 secondary general education math and special education teachers completed a survey asking them about their use of specific instructional practices to help teach math to students with learning disabilities (LD) and emotional/behavioral disorders (EB/D) and their use of specific assessment accommodations with these students. Although general education teachers were generally more knowledgeable about higher level mathematics content (e.g., algebra) than special education teachers, they were less likely to report that they used specific instructional practices and testing accommodations. The number of methods courses taken by teachers and knowledge of course topics both contributed to the number of instructional practices and accommodations used by teachers.