Collaborations Between General and Special Education: A Professional Development Project for Inclusive Elementary Mathematics Classrooms

• In Event: Teacher Beliefs and Instructional Practices for Inclusion

Abstract

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and quality instruction for all students. We designed and implemented a longitudinal, multi-faceted professional development project for teams of elementary general education and special education educators to enhance instruction in their inclusive elementary classrooms. Through a focus on (a) high-quality mathematics tasks, (b) differentiation strategies, and (c) co-teaching models, our project aimed to create change in both instructional and collaborative practices. Findings indicated statistically significant increases in educators’ mathematics content knowledge, pedagogical content knowledge, as well as statistically significant improvements in observed teaching (i.e., teacher facilitation and student engagement) and co-teaching practices.

Authors

• Kristin E. Harbour, University of South Carolina

• Stefanie Livers, Missouri State University

• Sara McDaniel, The University of Alabama - Tuscaloosa

• Jim Gleason, The University of Alabama

• Joan Barth, The University of Alabama