A comparison of methods of service delivery for high school students with learning disabilities in inclusive math classes

This study examines the core research question of What is the most effective way for me, as a special education teacher to support special education students so that they are successful in mainstream math classes? Through surveys, class test data and standardized test data student success in a co-taught class and a drop-in support class is explored. The main conclusions are that both methods of service delivery are capable of appropriately supporting students to allow them to be successful. Both methods also require careful and deliberate planning on the part of both the special education teacher and general education teacher