Korean elementary school teachers’ implementation of mathematics instruction for students struggling to learn mathematics in inclusive settings

• Published in: Journal of research in special educational needs 2019-04, Vol.19 (2), p.145-157
• Main Authors: Shin, Mikyung, Ok, Min Wook, Kang, Eun Young, Bryant, Diane P.
• Format: Article
• Language: English
• Subjects: Elementary School Students; Elementary School Teachers; Elementary schools; Foreign Countries; General education teacher; Grouping (Instructional Purposes); Inclusion; Inclusive education; Instructional Materials; Learning Problems; Mathematics; Mathematics Instruction; Pedagogical Content Knowledge; Regular and Special Education Relationship; Special education; special education teacher; Special Education Teachers; survey; Teacher Attitudes; Teachers; Teaching Methods
• ISSN: 1471-3802; 1471-3802
• DOI: 10.1111/1471-3802.12437

In this study, the researchers used a researcher‐developed online survey to examine the beliefs of elementary school general and special education teachers regarding inclusion and their implementation of mathematics instructional practices. Participants were 55 general and 38 special education teachers. The data analysis was performed using frequency analyses, crosstabs statistics (Fisher's exact test) and independent t‐tests. Results indicated that both general and special education teachers recognised the importance of and need for inclusive education. Further, the most frequently used instructional groupings were a whole class and an individualised grouping for general and special education teachers respectively. The two groups’ responses about the use of instructional materials and practices varied considerably. Finally, both groups reported a relatively high level of confidence in mathematics topics in general. Limitations, recommendations for future research and instructional practices are discussed.