Teacher Candidate Preparation for Inclusion: Coverage of Students With Disabilities in Mathematics Methods Syllabi

• In Event: Preparing General Education Teachers to Promote Justice and Equity for Students With Disabilities

Abstract

Objectives
Students with disabilities (SWDs) constitute about 14% of students in the U.S. Most SWDs receive the majority of their instruction in general education classrooms, and yet most general education teachers receive little instruction on methods for supporting SWDs (National Center for Education Statistics, 2021; Office of Special Education and Rehabilitative Services, 2020). This need especially pronounced in elementary mathematics, where SWDs fall behind as early as Kindergarten (Wei et al., 2013). Teacher education could be a vital site for addressing this need, but we know little about how well teacher candidates are being prepared for this task. Many SWDs need additional support in mathematics and benefit from specialized instructional techniques, and it is unclear whether elementary teacher candidates are being prepared in mathematics methods courses to meet SWDs’ needs (Doabler et al., 2015; Fuchs et al., 2005; Gersten et al., 2005).
Methods
In this study, we drew on the National Center for Teaching Quality (NCTQ) database of syllabi to gain a system-wide understanding of what opportunities elementary candidates are likely to have to learn about SWDs in their mathematics methods coursework. The NCTQ database includes 267 syllabi from 204 universities across 48 different states, providing a unique opportunity to explore these issues at scale. We coded each syllabus for references to SWDs and tagged the part of the syllabi where we found the reference (e.g., readings or course objectives), double coding 16% of syllabi with 80% agreement.
Findings
Only 38% of the syllabi had references to SWDs. References to SWDs were the most common in the course objectives (23% of syllabi with objective sections). References to SWDs were quite rare in sections of the syllabi detailing specific course activities (9% of syllabi with outlines), or specific readings (6% of syllabi with listed readings).
Many of the references to SWDs in syllabi were aspirational, part of the broad goals about “meeting the needs of all learners,” rather than tied to specific activities, assignments, or readings. For example, one syllabus had an objective of, “Adapt and enact instruction and content for diverse students, including SWDs and English language learners.” Another syllabus had a lesson plan assignment with a requirement of a “Plan for addressing needs of diverse learners (ESE, ESOL, special needs children, etc.) throughout the lesson.” Most specific readings, assignments, objectives, or activities grouped SWDs with other groups of students, including English Learners. Few assignments or activities focused solely on the specific instructional needs of SWDs.
Significance
Our findings suggest that elementary candidates are receiving limited training on how to meet the specialized needs of SWDs in mathematics in their methods courses. As policy makers look for strategies to ensure that all students, including SWDs, receive effective mathematics instruction, our findings imply that teacher education may be an important site for additional reforms. If we want the next generation of elementary-aged SWDs to receive instruction tailored to their needs, we will need to support mathematics teacher educators in developing foundational knowledge and skills in their pre-service coursework.

Authors

• Nathan Jones, Boston University
  Presenting Author

• Rose Sebastian, University of Virginia
  Non-Presenting Author

• Tashnuva Shaheen, Boston University
  Non-Presenting Author

• Susan Aigotti, University of Virginia
  Non-Presenting Author

• Julie Jackson Cohen, University of Virginia
  Non-Presenting Author