You are here:

Middle School Math Teachers’ Perceptions of their Classroom Practices among Students with Disabilities before and During the Pandemic: A Pilot Study

, Georgia State University, United States ; , Western Carolina University, United States ; , Michigan State University, United States ; , , Georgia State University, United States

Journal of Online Learning Research Volume 7, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed.

Citation

Myers, J., Witzel, B., Bouck, E., Mathis, J. & Myers, J. (2021). Middle School Math Teachers’ Perceptions of their Classroom Practices among Students with Disabilities before and During the Pandemic: A Pilot Study. Journal of Online Learning Research, 7(3), 209-231. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2022 from .