Examining Responsive Teacher Talk Moves in Special Education Classrooms

• In Event: Improving Mathematical Practices for Students With Disabilities 1

Abstract

This study examined the types of verbal and instructional approaches with a standards-based pedagogy in special education classrooms in a small urban district. The district identified a need for evidence-based strategies aligned with the Standards for Mathematical Principles (SMPs) that developed critical thinking and problem-solving skills for students with disabilities. A two-year professional development was designed to address these needs and to guide the teachers in making mathematics explicit and accessible for students with disabilities. Video analysis was used to capture shifts over time in teacher lessons. Results indicate that the type of teacher “talk moves” used within special education classrooms promoted student engagement and participation in standards-based mathematics instruction.

Authors

• Trisha Sugita, Chapman University

• Shayne Brophy, Chapman University