Teacher Candidate Preparation for Inclusion: Coverage of Students with Disabilities in Mathematics Methods Syllabi
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| Title: | Teacher Candidate Preparation for Inclusion: Coverage of Students with Disabilities in Mathematics Methods Syllabi |
|---|---|
| Language: | English |
| Authors: | Nathan Daniel Jones, Julie Cohen (ORCID |
| Source: | Journal of Teacher Education. 2026 77(3):197-211. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Discovery Research PreK-12 (DRK-12) |
| Contract Number: | 2010298 2009939 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Students with Disabilities, Methods Courses, Course Descriptions, Preservice Teachers, Preservice Teacher Education, Inclusion, Mathematics Instruction, Regular and Special Education Relationship, Teacher Competencies, Elementary School Teachers, Teacher Education Programs |
| DOI: | 10.1177/00224871251412016 |
| ISSN: | 0022-4871 1552-7816 |
| Abstract: | Students with disabilities (SWDs) receive most of mathematics instruction in general education classrooms, and yet most general education teachers receive little instruction on methods for supporting these students in engaging with mathematical content. Teacher education could be a vital site for addressing this need, but we know little about how well candidates are being prepared for this task. In this study, we examined 267 elementary mathematics methods syllabi from 204 universities to understand how many and what types of references to SWDs appeared in the syllabi. We found that although 38% of syllabi included references to SWDs, these references were most commonly part of broader statements on supporting all learners. Comparatively few syllabi focused on specific instructional approaches for supporting SWDs, with only a small number of syllabi referencing students with disabilities in their course outlines, assignments, and readings. We conclude with implications for teacher educators and policymakers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501840 |
| Database: | ERIC |
| Abstract: | Students with disabilities (SWDs) receive most of mathematics instruction in general education classrooms, and yet most general education teachers receive little instruction on methods for supporting these students in engaging with mathematical content. Teacher education could be a vital site for addressing this need, but we know little about how well candidates are being prepared for this task. In this study, we examined 267 elementary mathematics methods syllabi from 204 universities to understand how many and what types of references to SWDs appeared in the syllabi. We found that although 38% of syllabi included references to SWDs, these references were most commonly part of broader statements on supporting all learners. Comparatively few syllabi focused on specific instructional approaches for supporting SWDs, with only a small number of syllabi referencing students with disabilities in their course outlines, assignments, and readings. We conclude with implications for teacher educators and policymakers. |
|---|---|
| ISSN: | 0022-4871 1552-7816 |
| DOI: | 10.1177/00224871251412016 |
