ERIC Number: EJ1076561
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 47
Connecting Evidence-Based Practice with Implementation Opportunities in Special Education Mathematics Preparation
Powell, Sarah R.
Intervention in School and Clinic, v51 n2 p90-96 Nov 2015
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.
Descriptors: Evidence Based Practice, Best Practices, Special Education, Mathematics Education, Preservice Teacher Education, Knowledge Base for Teaching, Mathematics Skills, Mathematical Aptitude, Teaching Skills, Inclusion, Academic Standards, Educational Legislation, Teacher Competencies, Capacity Building, Educational Practices, Course Content
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A