Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 1-6 | Back to browse issues page

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Busadee N, Nguenyuang S, Lersilp S, Tongsookdee R. Instructional Behaviors of Thai Teachers in Teaching Elementary Students with Learning Disabilities in Inclusive Mathematics Classrooms . ERSS. 2017; 29 (1) :1-6
URL: http://europeansp.org/article-4-44-en.html
Abstract:   (116 Views)
Because of the findings from the pilot study which was conducted in 6 schools funded by Chiang Mai University in an academic year 2012, the findings revealed that the students with learning disabilities in inclusive mathematics classroom could learn through the same way with normal students including little more time for doing assignments and extra teachers’ individual exposition. To investigate the findings in order to find the appropriated ways for developing teachers’ instructional skills for the students with learning disability, the first phase of our research study; Mathematics Teaching Accommodations and Modifications for Students with Learning Disabilities in Elementary Inclusive Classrooms; was conducted in 18 schools funded by the government fund in an academic year 2014. The basic data composted of 1) the backgrounds of 18 elementary inclusive schools in Chiang Mai province, the Northern of Thailand 2) the learning characteristics of mathematical problems in 34 students with learning disabilities, and 3) the teachers’ instructions. This paper will be explained about the data of the teachers’ instructions. The participants were 35 mathematics teachers who taught and got familiar with the students with learning disability. The research instruments included a questionnaire on the knowledge involving the mathematics teaching in the elementary inclusive classrooms and a teaching behaviour observation form. The findings from the questionnaire showed that most of mathematics teachers in the elementary inclusive classrooms had knowledge on the learning theories, and the teaching and learning guidelines at a moderate level, while the modifications and accommodations was at a high level. However, their knowledge on 3 aspects was at the high level. The findings from the teaching behaviour observation showed that the most instructional behaviours of Thai teachers were The findings from the teaching behaviour observation showed that the most (in high level) instructional behaviours of the teachers were using slow, clear and natural voice while explaining new content (98.39%), preparing awaiting time for students’ answers (91.94%), and using short and repeated sentences while speaking with students (70.03%). Besides, about half of the teachers reviewed the prior knowledge or probed students’ understanding before starting the new content/lesson, while a few of them used the media in the mathematics classrooms. Moreover, the background of these teachers will be discussed.
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Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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