Connecting Evidence-Based Practice With Implementation Opportunities in Special Education Mathematics Preparation

Abstract

Over the past two decades, changes in legislation and mathematics standards, along with the increased placement of students with disabilities in general education settings, have resulted in higher expectations for what students with disabilities will be able to know and do related to mathematics. To adequately prepare for the demands of teaching mathematics to students with disabilities, it is incumbent upon special education programs to identify ways to increase the mathematical knowledge and skills of preservice special educators. Effective preparation in mathematics related to special education requires (a) awareness of legislative requirements and guiding standards, (b) understanding the etiology of mathematics difficulty, (c) familiarity with mathematics content, (d) understanding pedagogy related to special education and mathematics education, (e) knowledge of assessment to gauge student progress, (f) familiarity with evidence-based practices, and (g) authentic experiences in the field.