Faculty Perceptions of Teacher Preparation for Teaching Mathematics to Students with Disabilities: A Preliminary Investigation
Location
Preston 1
Session Format
Presentation
Abstract
This study examined perceptions of teacher preparation program (TPP) instructors regarding how preservice teachers (PSTs) are prepared to teach mathematics to students with disabilities (SWD). A nationwide survey yielded 69 responses, with 24 meeting inclusion criteria (15 special education, 7 general education, and 2 dual). Findings revealed that special education instructors were more likely to view themselves as responsible for preparing PSTs to teach mathematics compared to general education instructors. Instructional practices aligned with What Works Clearinghouse (WWC) recommendations showed minimal differences, with general education instructors placing greater emphasis on the use of number lines for special education PSTs. Across groups, instructors identified discrepancies between recommended and actual coursework hours, with PSTs completing fewer hours than recommended.
Keywords
Teacher preparation, Mathematics education, Students with disabilities, Faculty perceptions
Professional Bio
Dr. Danielle Morsching is an Assistant Professor of Special Education at Georgia Southern University. Drawing on 15 years of classroom experience, her research focuses on preparing preservice special education teachers, supporting novice educators, and strengthening mathematics instruction for students with disabilities through evidence-based and practice-based approaches.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Morsching, Danielle, "Faculty Perceptions of Teacher Preparation for Teaching Mathematics to Students with Disabilities: A Preliminary Investigation" (2026). Georgia Educational Research Association Conference. 60.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/60
Faculty Perceptions of Teacher Preparation for Teaching Mathematics to Students with Disabilities: A Preliminary Investigation
Preston 1
This study examined perceptions of teacher preparation program (TPP) instructors regarding how preservice teachers (PSTs) are prepared to teach mathematics to students with disabilities (SWD). A nationwide survey yielded 69 responses, with 24 meeting inclusion criteria (15 special education, 7 general education, and 2 dual). Findings revealed that special education instructors were more likely to view themselves as responsible for preparing PSTs to teach mathematics compared to general education instructors. Instructional practices aligned with What Works Clearinghouse (WWC) recommendations showed minimal differences, with general education instructors placing greater emphasis on the use of number lines for special education PSTs. Across groups, instructors identified discrepancies between recommended and actual coursework hours, with PSTs completing fewer hours than recommended.
