TY - JOUR
T1 - An investigation into high school mathematics teachers and inclusive education for students with visual impairments
AU - Baykaldı, Gamze
AU - Corlu, M. Sencer
AU - Yabaş, Defne
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2024/1
Y1 - 2024/1
N2 - Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.
AB - Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.
KW - Inclusive education
KW - mathematics teachers
KW - students with visual impairments
UR - http://www.scopus.com/inward/record.url?scp=85161665826&partnerID=8YFLogxK
U2 - 10.1177/02646196231175327
DO - 10.1177/02646196231175327
M3 - Article
AN - SCOPUS:85161665826
SN - 0264-6196
VL - 42
SP - 124
EP - 134
JO - British Journal of Visual Impairment
JF - British Journal of Visual Impairment
IS - 1
ER -