An investigation into high school mathematics teachers and inclusive education for students with visual impairments

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buir.contributor.authorBaykaldı, Gamze
buir.contributor.orcidBaykaldı, Gamze|0000-0002-1741-028X
dc.citation.epage134en_US
dc.citation.issueNumber1
dc.citation.spage124
dc.citation.volumeNumber42
dc.contributor.authorBaykaldı, Gamze
dc.contributor.authorÇorlu, M. S.
dc.contributor.authorYabaş, D.
dc.date.accessioned2024-03-18T13:05:42Z
dc.date.available2024-03-18T13:05:42Z
dc.date.issued2023-05-16
dc.departmentM.A. in Curriculum and Instruction
dc.description.abstractInclusive 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.
dc.description.provenanceMade available in DSpace on 2024-03-18T13:05:42Z (GMT). No. of bitstreams: 1 An_investigation_into_high_school_mathematics_teachers_and_inclusive_education_for_students_with_visual_impairments.pdf: 167080 bytes, checksum: df6cbdfe47981638df8f938571de974b (MD5) Previous issue date: 2023-05-16en
dc.identifier.doi10.1177/02646196231175327
dc.identifier.eissn1744-5809
dc.identifier.issn0264-6196
dc.identifier.urihttps://hdl.handle.net/11693/114903
dc.language.isoEnglish
dc.publisherSage Publications, Inc.
dc.relation.isversionofhttps://dx.doi.org/10.1177/02646196231175327
dc.source.titleBritish Journal of Visual Impairment
dc.subjectInclusive education
dc.subjectMathematics teachers
dc.subjectStudents with visual impairments
dc.titleAn investigation into high school mathematics teachers and inclusive education for students with visual impairments
dc.typeArticle

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