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.
|School:||Trevecca Nazarene University|
|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|
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