Teachers' views of the mathematical capabilities of students with disabilities : a mixed methods study
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Students with disabilities often have difficulty demonstrating mathematical understanding on conventional measures. One reason for this difficulty could be an instructional opportunity gap. Federal law, recent case law, and recommendations from professional organizations converge on the need for students with disabilities to have access to mathematical learning opportunities aimed at rigorous learning outcomes. However, beyond the existence of these policies and recommendations, enactment relies on individual teachers. Recent research suggests teachers views of their students' mathematical capabilities may relate to the enactment of learning opportunities aimed at rigorous learning outcomes. A mixed methods study was conducted in order to understand teachers' views of the mathematical capabilities of students with disabilities. General education mathematics teachers gave unproductive explanations for students' struggle and articulated rationales for instructional adjustments aimed at unproductive learning outcomes. When examined more closely, teachers' views qualitatively and quantitatively differed between students with and without disabilities.
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