An observation study of mathematics instruction for students with IDD in grades K-2

• Published in: Research in developmental disabilities Vol. 141; p. 104591
• Main Authors: Lindström, Esther R., Fisher, Emma, Cook, Megan, Perrella, Mariangela, McFadden, Kimberly A., Chen, Rui, Fallah, Mohammad Bahadori
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.10.2023
• Subjects: Instruction; Intellectual disability; Mathematics; Special education; Mathematics; Intellectual disability; Instruction; Special education
• ISSN: 0891-4222; 1873-3379; 1873-3379
• DOI: 10.1016/j.ridd.2023.104591

This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 min allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 61.2% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (5.7%), and instruction in other areas (0.3%). Observed mathematics content included Numbers and Quantitative Reasoning, and Measurement. Mean ratings of student engagement and instructional quality across areas were medium and low-average, respectively. Although student engagement did not differ by who was leading instruction, instructional quality differed between teachers and paraeducators. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning. •Mathematics instruction for elementary students with IDD prioritizes numeracy and measurement.•Students use manipulatives, technology, and worksheets during instruction.•Almost 1/3 of allocated instructional time goes to behavior management and transitions.•Teachers identify lack of resources, time, and training as barriers to high-quality instruction.