Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using to promote math academic achievement for underperforming students with LDs in inclusion math classrooms. A grounded theory approach was used to explore inclusion teachers' perceptions on the effectiveness of DI with students with LDs in inclusion math classes. Survey and interview protocols were developed and administered to collect data. Data were open, axial, and selectively coded, and were synthesized into categories and subcategories following emerging themes and patterns. Triangulation, member-checking, and an audit trail were used to validate the findings. A theory of effective instructional practice is presented from the teachers' viewpoint. This study may impact positive social change by identifying instructional practices that allow better access to mathematics for students and thereby has the potential to impact student achievement.
|Advisor:||Jorgensen, Edith Louise|
|Commitee:||McClure, Robert, McDowell, Theresa|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational leadership, Special education|
|Keywords:||Cooperative learning strategies, Differentiated instruction, Grounded theory, Inclusion, Learning disabilities, Learning styles, Mathematics, Multiple intelligences|
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