arding specific learning needs of students with LD in the classrooms and how they are able to adopt instructions for such particular students in the middle schools .The third question deals with perception teachers who teach mathematics in the middle schools on issues of resources and support for such inclusion by the teachers. The last question deals with perceptions of the mathematics teachers of middle school on issues of preparation received in programs of pre service in inclusion of students in classrooms.
The literature background supports the need for the study. This is because there is need to reduce the generalization of teachers who use inclusive classrooms in needs for students with LD. The literature provides an academic analysis of previous research done on the topic on what teachers can do to improve the effectiveness of using the inclusive classrooms and programs for meeting the need of the students with LD.
The variables under study were gender of the teachers, educational level, years of experience teaching, years of experience teaching in inclusion settings, number of math courses, number of inclusion- or LD-related workshops, level of support services, Level of administrative support .The variables used in the study were independent variables.
They used descriptive statistical procedures to enable in describing the features of the data. It provided basic summaries on the sample used and the measures. This was used to be able to describe what the data was and what the data showed.
Some respondents agreed that students with LD should be taught mathematics with general education students however other respondents stated that students with LD should be taught in inclusive classrooms .A percentage of twenty-one percent of teachers agreed that middle schools positively executed the inclusion practices where others were undecided. The responses were varied and indicated that many schools are doubtful the resource room effectively ensures learning of ...Show more