Mathematics Instruction for Students With Intellectual and Developmental Disabilities: Adapting Observation Tools to Reflect Students and Settings

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Measuring Mathematics and Science Instruction Using Classroom Observations (Table 7)

Abstract

This observation study describes the amount and quality of mathematics instruction for students with intellectual and developmental disabilities in Grades K-2, and our methods for systematically adapting an observation tool to be more inclusive of student needs and settings. We observed six special education teachers and 12 students during 967 minutes of mathematics instruction, using an adapted version of the Math Observation Tool (Bryant, 2009). Mathematics and early numeracy instruction accounted for 59.7% of all observed time, followed by non-instruction (32.7%), math assessment (7.3%), and other instruction (0.3%). Engagement and instructional quality did not differ between special educators and paraeducators. We present our methods for adaptation, findings using the adapted tool, and implications for further innovation.

Authors

• Esther Lindström, Lehigh University
  Presenting Author

• Emma Gratton-Fisher, Lehigh Directory
  Presenting Author

• Megan Cook, Lehigh University
  Presenting Author

• Mariangela Perrella, Lehigh University
  Presenting Author

• rui chen, Lehigh University
  Presenting Author

• Kimberly McFadden, Lehigh University
  Presenting Author

• Mohammad Bahadori Fallah, Lehigh University
  Presenting Author