Interpretive Structural Modelling and MICMAC Analysis for Rethinking Special Mathematics Education

Abstract

Quality and inclusive education, especially for people with disabilities, finds priority in academic and policy initiatives for special education (SPED) programs. Several scholars have highlighted the significance of SPED in the domain literature; however, a comprehensive analysis of critical factors contributing to successful teaching, especially mathematics, is currently missing. Hence, the structural relationship among the critical success factors is established in this study through an interpretive structural modeling approach and Matrice d'impacts croisés multiplication appliquée á un classment (MICMAC) analysis. Results from the adopted methodology show that a teacher's mathematical knowledge is the most significant factor contributing to the success of teaching mathematics with SPED students. Allocating resources to improve and address this particular driving factor will influence the remaining factors. The study findings offer valuable insights for decision-makers and relevant stakeholders in academic institutions.