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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 0000-0001-6794-7993), Tashnuva Shaheen, Ingrid Ristroph, Rose Sebastian, Susan Aigotti
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
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  Data: Teacher Candidate Preparation for Inclusion: Coverage of Students with Disabilities in Mathematics Methods Syllabi
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  Data: <searchLink fieldCode="AR" term="%22Nathan+Daniel+Jones%22">Nathan Daniel Jones</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Cohen%22">Julie Cohen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6794-7993">0000-0001-6794-7993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tashnuva+Shaheen%22">Tashnuva Shaheen</searchLink><br /><searchLink fieldCode="AR" term="%22Ingrid+Ristroph%22">Ingrid Ristroph</searchLink><br /><searchLink fieldCode="AR" term="%22Rose+Sebastian%22">Rose Sebastian</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Aigotti%22">Susan Aigotti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. 2026 77(3):197-211.
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  Data: 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
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  Data: 15
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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  Data: 10.1177/00224871251412016
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  Data: 0022-4871<br />1552-7816
– Name: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1501840
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