Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities

  • Geraldo Tobon, PhD (Author) University of Illinois at Chicago image/svg+xml
  • Marie T. Hughes, PhD (Author) University of Illinois at Chicago image/svg+xml
DOI
https://doi.org/10.64546/jaasep.590
Abstract
Latinx students with learning disabilities (LD) possess inherent strengths and bring valuable contributions to math learning, yet teachers often view them through a deficit-oriented lens. These students frequently experience limited opportunities to participate in math learning beyond learning procedures. This limiting exposure to math learning can adversely affect their self-perception as competent math learners. In this study, we administered surveys to general education (GE) middle school math teachers. Subsequently, we interviewed a subset to delve deeper into their perceptions, practices, and confidence in teaching this population. Our research yielded three main insights: (a) While teachers typically endorsed the inclusion of these students in GE math settings and recognized their potential for math achievement, there was also a sentiment that students lacked foundational knowledge and motivation; (b) the teaching methodologies employed reflected these beliefs; and (c) teachers expressed confidence in their ability to instruct Latinx students with disabilities effectively.
Keywords
special education, disability, Latino, Hispanic, teacher education
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How to Cite
Tobon, G., & Hughes, M. T. (2025). Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities. Journal of the American Academy of Special Education Professionals, 20(3), 79-99. https://doi.org/10.64546/jaasep.590
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  • Submitted August 10, 2025
  • Published June 15, 2025
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