Building Numeracy and Adapted Instruction: Sped Teachers’ Perspectives on Development

This qualitative study employed a phenomenological research design to explore the lived experiences and perceptions of math, general and special education teachers in two SPED classes at John Adams Academy, California, during the School Year 2024–2025. Grounded in the phenomenological approach, the research sought to understand how teachers experience and make meaning of their role in building numeracy among students with special needs. In-depth, semi-structured interviews served as the primary data collection method, allowing participants to share their personal narratives, teaching practices, and professional insights. Findings indicated that teachers employed a wide range of instructional strategies to address diverse learning needs. These included differentiated instruction, the use of manipulatives and visual aids, real-life applications, multi-sensory approaches, and assistive technology. Beyond academic support, teachers also promoted routines, patience, and positive reinforcement to reduce math anxiety and build student confidence. Four central themes emerged from the data: (1) adaptability and innovation in teaching strategies, (2) emotional sensitivity and confidence-building, (3) collaboration among stakeholders, and (4) a strong commitment to continuous professional development. These themes affirmed that effective SPED math instruction required not only pedagogical expertise but also empathy, flexibility, and a collaborative mindset. Insights from the teachers’ narratives pointed to the need for a holistic, individualized approach in teaching math to students with special needs, supported by responsive leadership and consistent professional training. In response, the study presented an Action Plan for Strengthening Numeracy and Adapted Instruction. It included targeted professional development, integration of multi-sensory tools, stakeholder collaboration, data-informed practices, and a repository of SPED math resources. This study contributed to the understanding of inclusive math education by highlighting the voices of SPED teachers and offering practical recommendations to enhance numeracy instruction for students with special needs.