Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

This study aimed to explore the experiences of special education teachers’ mathematics instruction process and present suggestions for sustainable in instruction. Seventeen teachers were interviewed this study. Hence, a qualitative research design content analysis used. Three dimensions considered interviews, including: teaching students with disabilities terms methods, manipulatives, assessments; curriculum; challenges that face throughout process. According results, most still use direct or explicit based on behaviorist approach. All participants stated they manipulatives help learners perceive mathematical concepts. They also Individualized Education Programs assess their students. Participants every disability group child need be uniquely since levels vary. said are only able teach numbers, addition, some basic geometric shapes due time insufficiency crowded classrooms. Almost participant insufficient teacher shortage biggest problems system. The has limitations weaknesses. In study, interviewing method was used, findings extent what have indicated, statements limited she/he explained researcher. it is suggested should cooperate. made, such as conducting experimental studies see efficient way homogenous groups. Finally, future researchers advised focus possible consequences applying constructivist learning theory.