Decision Making in Special Education Mathematics: What, When, and How Are Teachers Making Instructional Decisions?

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Challenging Ableism in Education: Teachers' Beliefs and Practices (Table 7)

Abstract

Data-based individualization is a tool that allows teachers to meet the needs of their students with academic and behavioral needs. However, research on when and how teachers make adjustments is limited. This study aims to explore the nature and frequency of these instructional adjustments, providing insights into the effectiveness of DBI in special education math instruction. Descriptive results demonstrate how many data points teachers used to make decisions, what the trendline status was that prompted the change, and what kind of instructional adjustment was made. These results give researchers and practitioners insight into how they can support teachers in making instructional adjustments within the DBI framework.

Authors

• Emily Singell, University of Missouri

• Gabriella Lyth Donofrio, University of Missouri

• Allison Dennis, Southern Methodist University

• Lois Ndungu, Southern Methodist University

• Jessica Mao, University of Texas at Austin

• Erica S. Lembke, University of Missouri