Teacher-student relationships (TSRs) have largely been found to significantly impact student performance and achievement (Roorda, Koomen, Spilt, & Oort, 2011). The purpose of this investigation was to identify differences between the TSRs experienced by students in special education (SPED) and their typically developing peers, and analyze how these differences impacted academics (i.e., math achievement). Secondary analysis of data from the Measures of Effective Teaching (MET) project indicated no statistical or practical differences between the TSRs reported by SPED students and their peers in general education. Furthermore, teacher caring was found to predict math achievement for non-SPED students. However, student-perceived TSRs were not found to be related to math achievement for SPED students. Implications of these findings are discussed.

Keywords: teacher-student relationships, math, special education