The effectiveness of mathematics education package for teachers working with students with learning disabilities

This study aims to identify the support needs of classroom teachers working with students with Specific Learning Disabilities (SLD) in inclusion settings, develop an online and face-to-face Mathematics Learning Disability Education Package (MLDEP) based on performance feedback with evidence-based practices (concreterepresentational-abstract [CRA], schema-based instruction [SBI], cover-copy-compare [CCC]), and examine its effectiveness on teacher behaviors. The study was conducted in two phases. In Phase I, exploratory sequential design was used and needs were determined through data collected from 252 teachers using quantitative tools and from eight teachers using qualitative tools, leading to the development of the MLDEP. In Phase II, the effectiveness of the MLDEP was examined using the delayed multiple baseline design. Three teachers received the training package for different mathematics skills in web and face-to-face formats. The MLDEP sessions continued until teachers achieved stable data with 100% accuracy in delivering CRA, SBI, and CCC instruction in calculation, problem-solving, and fluency skills, respectively. It was also found that students' performances increased during the implementation. The findings were discussed and suggestions for further research and implementation were made. Key Words: Maths learning disability, CRA, CCC, SBI, Performance feedback.