Reframing Intervention: From "Fixing" Learners to Deepening Engagement for Students With Disabilities

• In Event: Approaching the Vision: Disability Studies in Education Praxis

Abstract

We seek to increase the mathematical achievement of SwD by increasing their access to mathematical discussion. We call for intervention in engagement as opposed to “fixing” individual students. This study examined how students with disabilities participated in mathematical discussion in a Title I school. After finding that students with disabilities were not participating in small group discussion, researchers and the classroom teacher collaboratively designed an intervention in student engagement. Results suggest that students with disabilities may benefit when teachers make the guidelines of mathematical participation explicit and accessible for all learners. In addition, this study analyzed status differences within small groups versus whole group discussion that may exclude students with disabilities in small-group discussion.

Authors

• Rachel Lambert, Chapman University

• Trisha Sugita, Chapman University

• Shayne Brophy, Chapman University

• Jessica Heather Barr-Hunt, North Carolina State University