| Title: |
An Observation Study of Mathematics Instruction for Students with IDD in Grades K-2 |
| Language: |
English |
| Authors: |
Esther R. Lindström (ORCID 0000-0001-6343-2538); Emma Fisher (ORCID 0000-0001-7234-162X); Megan Cook (ORCID 0000-0002-4167-0962); Mariangela Perrella (ORCID 0000-0003-3190-2085); Kimberly A. McFadden (ORCID 0000-0002-9729-2198); Rui Chen (ORCID 0000-0003-2893-8191); Mohammad Bahadori Fallah (ORCID 0000-0001-5333-3886) |
| Source: |
Grantee Submission. 2023 141. |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324B210020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Primary Education |
| Descriptors: |
Mathematics Instruction; Teaching Methods; Students with Disabilities; Elementary School Students; Primary Education; Intellectual Disability; Numeracy; Special Education Teachers; Learner Engagement; Instructional Effectiveness; Mathematics Teachers; Paraprofessional School Personnel; Class Size; Group Instruction; Individualized Instruction; Mathematics Activities; Educational Quality; Individualized Education Programs |
| DOI: |
10.1016/j.ridd.2023.104591 |
| ISSN: |
0891-4222 |
| 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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
ED652104 |
| Database: |
ERIC |