Dissertation/Thesis Abstract

The Impact of Class Accommodations for Inclusion Students on Common Core Aligned Math Assessments
by Spurlock, Christin D., Ed.D., Trevecca Nazarene University, 2020, 155; 28022417
Abstract (Summary)

This research observed the effects of inclusion students utilizing accommodations of keyword lists and multiplication charts in class on their achievement results for CC aligned assessments, as well as explored intermediate math teacher perspectives about inclusion, the curriculum, and accommodating SWD. Quantitatively, the quasi-experimental design found inclusion classes that received these accommodations to be significantly higher than inclusion classes that did not, although there were no significant differences among the experimental classes by grade-level. Qualitatively, themes of benefit, conflict, and frustration were found among teacher reflections and concern, doubt, and desire from their interview responses. Though teacher believed inclusion to be helpful for all students in the setting, teachers had discontent about the curriculum, instruction, and accommodations for SWD.

Indexing (document details)
Advisor: Bledsoe, Kristen
Commitee: Longnecker, Ryan
School: Trevecca Nazarene University
Department: Doctoral Studies
School Location: United States -- Tennessee
Source: DAI-A 82/3(E), Dissertation Abstracts International
Subjects: Special education, Disability studies, Mathematics education
Keywords: Accommodations, Arithmetic tools, Common Core, Inclusion, Math keywords, Students with disabilities
Publication Number: 28022417
ISBN: 9798672185019
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