Preparing Teachers for Mathematics Consultations That Advance Equity for Students With Special Education Needs

• In Event: Roundtable Session 5
  In Roundtable Session: Preservice Teachers Negotiate Learning Through Struggle

Abstract

Teacher preparation programs must consider how they prepare general and special education teachers to collaborate. In this study, researchers used a theoretical framework for the integration of mathematical knowledge for teaching and special education knowledge for teaching to create an opportunity for special education and general education prospective teachers (PTs) to learn how to engage in mathematics consultations. Data included: written records of the elementary PTs’ questions, the special education PTs’ responses, the elementary PTs’ plans for implementation, and reflections on the K-6 classroom implementations. Data were qualitatively analyzed and coded according to the integrated framework. Results indicated that some, but not all, consultations led to implementation of integrated knowledge that addressed the needs of K-6 students with special needs.

Authors

• Sarah Ann van Ingen, University of South Florida

• Samuel L. Eskelson, University of South Flordia

• David Allsopp, University of South Florida