Algebra I teachers' perceptions of teaching students with learning disabilities

Abstract

Although numerous studies have focused on teachers' perceptions of inclusion, there is a scarcity of subject-specific research on their perceptions of a specific disability. In this study, 63 Algebra I teachers in 27 school districts in Alabama were surveyed to uncover their perceptions of teaching students with learning disabilities (LD) and factors that might affect these perceptions. The results indicated that Algebra I teachers do not have an overall favorable perception of teaching students with LD in inclusive classrooms. Collaboration with a special education teacher and the number of students with LD in the general education classroom were found to significantly contribute to Algebra I teachers' perceptions of teaching students with LD.