| This study investigated Algebra I teachers' use of instructional strategies for students with specific learning disabilities and their perceptions of inclusion. There were approximately 170 Algebra I teachers surveyed among 27 school districts in northeast Alabama. The first part of the study investigated the frequency with which Algebra I teachers use instructional strategies found by the literature review to be successful for helping students with learning disabilities learn math. The results indicated that Algebra I teachers are more likely to use instructional strategies, such as modeling step-by-step strategies and providing more time on quizzes, that require little, if any, additional training or support. On the other hand, teachers are less frequently using strategies, like manipulatives and graphing calculators, which require additional funding and training. The first part of the study also examined teachers' perceptions of inclusion. The results indicate that the Algebra I teachers have overall negative perceptions of inclusion. However, females have better perceptions than males.;The second part of the study compared teachers' use of instructional strategies and perceptions of inclusion to demographic factors. The results indicated that demographic factors, such as gender, years of teaching experience, additional training, collaboration, and highest degree earned, do affect teachers' use of instructional strategies and perceptions of inclusion.;The last part of the study correlated Algebra I teachers' use of instructional strategies and their perceptions of inclusion. The correlations were relatively weak and indicate that teachers' perceptions of inclusion do not greatly affect their choice of instructional strategies. |
