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Supporting Research

  • Type: factor analysis, reliability analysis, analysis of co-variance to test for statistical significance, paired sample t-tests

    Data Sources:  pre/post program surveys and interviews

    Findings: Teachers made significant gains in their reports of both comfort and preparedness with respect to addressing strengths and needs of students with disabilities and also planning accessible math lessons.  Results also showed statistically significant increases in the frequency in which teachers used general teaching strategies, adapted lessons to meet different students’ strengths and needs, and assessed students’ strengths and needs.  Teachers also reported that the course was relevant, would impact their practice, and was a positive experience.  Nearly all teacher participants would recommend the course to others.

Structure: Three day-long sessions, with 3-4 weeks in between, co-facilitated by one person with math expertise and one with special education expertise, taught to mixed audiences of math and special educators

Learning Activities: use and analyze math content, observe and discuss video case lessons, analyze learning demands, analyze teaching practices and instructional strategies that build on individual student strengths and difficulties, plan collaboratively, and adapt lessons, enact teaching practices and instructional strategies based on student strengths and needs, collaboratively plan accessible math lessons

Learning Outcomes:

Teachers will learn ways to…

  • Improve student learning by making the math more accessible
  • Address students’ needs and build on their strengths
  • Increase student success and independence
  • Improve student outcomes in math without losing the integrity of the math or setting expectations too low for students
  • Foster collaboration between general and special education teachers to apply their expertise to meet student needs
Authors/Contributors: 

Amy Brodesky, Fred Gross, Anna Mc Tigue; Contributors: Emily Fagan, Amy Doherty, Judith Zorfass, Caroline Parker, and Lauren Katzman

Publisher: Education Development Center, Inc.

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