Date of Conferral

5-12-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jo Desoto

Abstract

Middle school mathematics special education teachers struggle to integrate culturally responsive pedagogy (CRP) into their instructional practices for students with disabilities (SWDs). The purpose of this basic qualitative study was to explore middle school mathematics special education teachers’ understanding of CRP and the support needed to integrate it into mathematics teaching practices. CRP was the conceptual framework for this study, explaining that teaching practices that integrate students’ cultural backgrounds promote their academic success. Two research questions guided the exploration of teachers' understanding of CRP and the support they believe is needed for integrating it. The study collected data through semistructured interviews with a purposeful sample of 10 special education teachers who are either currently teaching or have previously taught mathematics to SWDs in Grades 7 and 8 for at least 5 to 15 years at the study site. Data analysis was conducted using the induction process in which codes, categories, and themes emerged. The findings showed that teachers understand that CRP entails utilizing students’ cultural backgrounds to create culturally relevant instructional practices. The findings also indicated that teachers need support in strengthening collaboration between themselves and parents, as well as in identifying culturally relevant materials. The major recommendation from this study is the provision of professional development for teachers in implementing CRP. The study may contribute to social change by empowering teachers to use culturally relevant practices that are meaningful to SWDs, thereby improving their academic mathematics scores and narrowing the achievement gap.

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