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The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms


Moser Opitz, Elisabeth; Schnepel, Susanne; Krähenmann, Helena; Jandl, Sarah; Felder, Franziska; Sermier Dessemontet, Rachel (2020). The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms. International Journal of Inclusive Education:Epub ahead of print.

Abstract

Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and gender – and the average mathematical achievement at class level in the sample TYP – were included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact.

Abstract

Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and gender – and the average mathematical achievement at class level in the sample TYP – were included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > Arts and Humanities (miscellaneous)
Uncontrolled Keywords:Arts and Humanities (miscellaneous), education, inclusive education, special education resources, funding model, teacher competence, attitudes towards inclusion
Language:English
Date:24 September 2020
Deposited On:07 Jan 2021 14:53
Last Modified:08 Jan 2021 21:00
Publisher:Taylor & Francis
ISSN:1360-3116
OA Status:Hybrid
Publisher DOI:https://doi.org/10.1080/13603116.2020.1821451

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