The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

Susanne Schnepel,Rachel Sermier Dessemontet,Elisabeth Moser Opitz,Helena Krähenmann

doi:10.1007/s13394-019-00295-w

Abstract

Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We investigated the learning gains of 38 students with ID from 31 grades 2 and 3 inclusive classrooms. Data on mathematics achievement were collected at the beginning and at the end of one school year. A cluster analysis revealed four homogeneous groups that differed significantly in their mathematical progress. Students in the same cluster improved in the same subskills. Prior knowledge is a significant predictor for progress and explains more variance than IQ. In addition, the acquisition of the quantity-number concept, especially the linkage of quantities and numbers, seems to be an important factor for mathematical development. These results show that mathematics instruction needs to be tailored to the specific knowledge profiles of students.

Highlights

A major aim of inclusive instruction is the social and academic participation of all students
Is the mathematical learning success of students with intellectual disability (ID) restricted because of their intellectual limits? What progress do students with ID make in mathematics during one school year, and in which mathematics skills? Are there differences between students with different achievement levels? The present study aims to answer these questions by analyzing the mathematical learning gains of students with ID in inclusive classrooms in elementary school
Students who do not speak French or German at home are more likely to achieve higher scores in mathematics at t2 and have a higher IQ. This might be because students with a first language other than German or French may have been diagnosed with ID because of a low IQ test score that was the result of language problems rather than an actual intellectual disability

Summary

Introduction

A major aim of inclusive instruction is the social and academic participation of all students. The focus is on academic achievement in mathematics in students with an intellectual disability (ID) in inclusive classrooms. Only a few focus on students with ID, Cole et al (2004) carried out a longitudinal study comparing students with mild disabilities in inclusive settings with those in separate classrooms. Peetsma et al (2001) found no significant difference between students with mild ID in mainstream and specialist classrooms over the course of 2 years. After 4 years, students with mild ID in mainstream schools made more progress in mathematics than students with mild ID in separate classrooms. The present study aims to answer these questions by analyzing the mathematical learning gains of students with ID in inclusive classrooms in elementary school Is the mathematical learning success of students with ID restricted because of their intellectual limits? What progress do students with ID make in mathematics during one school year, and in which mathematics skills? Are there differences between students with different achievement levels? The present study aims to answer these questions by analyzing the mathematical learning gains of students with ID in inclusive classrooms in elementary school

Methods

Results

Discussion

Conclusion