TY  - EJOU
AU  - 
T1  - In-Service and Pre-Service Special Education Teachers’ Perception of NCTM Standards: Implications for Professional Development
T2  - International Journal of Education and Practice

PY  - 2020
VL  - 8
IS  - 4
SN  - 2310-3868

AB  - Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that in-service teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers. 
KW  - Learning disabilities
KW  - Mathematics
KW  - NCTM standards
KW  - Perceptions
KW  - Professional development
KW  - Special education teachers.
DO  - 10.18488/journal.61.2020.84.686.694