Teacher Preparedness and Experiences Teaching Math to Emergent Bilingual Students with Specific Learning Disabilities

• In Event: Innovative Approaches to Special Education Teacher Preparation

Abstract

This presentation examines special education teachers' perceptions of their preparedness to teach math to middle school Latina/o emergent bilingual (EB) students with specific learning disabilities (SLD). The study focused on two questions: how these teachers describe their experiences providing culturally relevant instruction and what preparation and supports they report having and needing. Data from Likert scale ratings and open-ended responses were gathered. Findings reveal that while many teachers felt generally prepared, significant gaps remained in their ability to translate materials and access resources, indicating a critical need for improved coursework and field experiences in teacher preparation programs. Additionally, ongoing professional development is necessary to help current teachers adapt to evolving classroom demographics.

Authors

• Juana M. Abarca, University of Illinois at Chicago

• Marie Tejero Hughes, University of Illinois at Chicago