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Home > Journals > Active Journals > JCLEL > Special Issues > Navigating Challenges in Teacher Preparation: Case Studies in Practice and Innovation

 

Abstract

The Council for Exceptional Children (CEC) and the National Council on Teaching Mathematics (NCTM) released a joint statement on the importance of preparing special education teachers to teach mathematics (NCTM & CEC, 2024). They provided implications for institutions of higher education with teacher preparation programs, one of which included requiring special education majors to take a minimum of one mathematics course with mathematics content directed specifically to PK-12 mathematics and include field-based learning opportunities within that course. Powell (2015) indicated that effective preparation in mathematics related to special education should include multiple facets, including planned field experiences. Planned field experiences that include these components can assist pre-service educators in understanding how all of these elements consolidate into productive instruction for students with disabilities (Powell, 2015). Unfortunately, field experiences in teacher preparation programs often do not specifically align with courses (Grossman et al., 2008). Additionally, when pre-service special education teachers participate in field experience, hours focused on mathematics are fewer compared to those for reading and language arts (Powell, 2015). This indicates the need for more focused course content and field experiences in mathematics for pre-service special educators.

This article will describe the development and expansion of an innovative mathematics clinic, where preservice special education teachers have practice-based learning opportunities to serve students with disabilities, including those with the most extensive support needs. Throughout the article, we will describe the process of changing our program of study to include multiple math methods courses, including math educators as collaborators, and the development and implementation of a mathematics clinic at our university. We will provide insights from our first full pilot year, plans for future expansion, and student perceptions of their clinic experience.

Author Bios

Kelly Clark, Ph.D.

Dr. Clark is an assistant professor in the Child Development, Literacy, and Special Education department at Appalachian State University. She is also the program director of the graduate certificate in special education leadership. She was part of the team that began the mathematics clinic at Appalachian State University and teaches the special education math clinic sections.

Chrystal Dean, Ph.D.

Dr. Dean is a professor and the Director of the Math and Science Education Center at Appalachian State University. She was part of the team that began the mathematics clinic at Appalachian State University and now oversees those clinics in her current role. Prior to serving as Director of the Math and Science Education Center, she was a professor in the Learning, Teaching, and Curriculum Department where she taught math methods courses for elementary education majors and special education majors.

Josie Barnes, B.S.

Josie is a graduate student at Appalachian State University working towards a Masters in Special Education with certifications in EBD, Literacy, and Special Education Leadership. She earned a Bachelor of Science in Middle Grades Education with concentrations in English and Math from Appalachian State University in 2024. She served as a graduate assistant with the math clinics this year.

Hadley Seifert

Hadley is a senior in the undergraduate program in special education for the general curriculum at Appalachian State University. She is also enrolled in our Accelerated Master’s program and she was a tutor in the general curriculum section of the math clinic this year as part of her math methods course.

Lauren Young

Lauren is a senior in the undergraduate program in special education for the adapted curriculum at Appalachian State University. She is also enrolled in our Accelerated Master’s program and she was a tutor in the adapted curriculum section of the math clinic this year as part of her math methods course.

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