Ashette Dixon¹, Shaneille Samuels^1,

The need to effectively support students with learning disabilities in the classrooms, more so within mathematics education has led to an increasing prominence on inclusive education. A qualitative phenomenological research design was applied utilizing a semi-structured interview with eleven (n = 11) high school mathematics teachers from non-traditional Jamaican High schools. The data were analyzed using Braun and Clarke’s six-phase thematic analysis process coupled with phenomenological approaches to identify patterns and themes across participants’ responses. The findings revealed that teachers frequently encountered various learning difficulties that affected students’ mathematics learning and identified accommodations to effectively promoting student understanding, engagement, confidence, and academic achievement. While most participants expressed positive attitudes toward inclusion, equity, and differentiated instruction, there remains tensions between teachers’ commitment to inclusive education and the practical realities of implementing accommodations within resource-constrained environments. In conclusion, while Jamaican high school mathematics teachers demonstrated a strong commitment to supports students with learning disabilities, greater professional development, institutional support, resource allocation, and policy awareness are needed to strengthen inclusive mathematics education.

learning disabilities, accommodations, inclusive education, mathematics education, teacher perceptions and experiences