Teacher Evaluation of Resources Designed for Teaching Mathematics to Students with Significant Cognitive Disabilities
1 online resource (162 pages) : PDF
University of North Carolina at Charlotte
ABSTRACTANGEL HORD LEE. Teacher evaluation of resources designed for teaching mathematics to students with significant cognitive disabilities. (Under the direction of DR. DIANE BROWDER)Educators of students with significant cognitive disabilities are charged with providing access to grade aligned mathematics for their students. Yet, very few models exist to provide guidance for how to adapt mathematics content for this population of students. The purpose of this research was to examine the current practices of special education teachers related to providing access to grade aligned mathematics content and the usefulness of sample materials designed to improve access to grade aligned mathematics content. An additional purpose was to examine the perceived barriers to providing access. One was designed to build mathematics content knowledge and the second to provide guidance for mathematics instruction aligned to state standards. Results of the current study showed that the majority of special educators were familiar with mathematics standards yet, the frequency of grade-level mathematics instruction was divided. About a third of respondents reported proving math instruction daily while an equal portion reported not teaching grade-level mathematics at all. In terms of barriers to providing access to mathematics, about a fourth of respondents reported that the content was not a priority or was too complex for their students. Respondents indicated that more resources were needed that exemplified how to teach the academic content to this population of students. The resources reviewed for this study received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content. Findings from the current study revealed that special educators may have reached a point where they have at least a basic understanding of academic content but continue to need models that illustrate how to teach the content.
ACCESSCOMMON CORE STATE STANDARDSGENERAL CURRICULUMPROFESSIONAL DEVELOPMENT
Flowers, ClaudiaWakeman, ShawneeLambert, RichardJones, Jeanneine
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.
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