Enhancing access to general education mathematics instruction through special education preteaching: special education-general education teacher collaboration

Abstract

The study described in this paper investigated a unique collaboration among a special education and two general educators that sought to prepare students for success in the general education mathematics curriculum and that consisted of coordinated, reform-based instructional design across classroom and pull-out services provided by the special educator including preteaching. During preteaching, the special educator delivered instruction on key mathematics and collaboration skills that special education students would need a few days before they would receive instruction on the same content in their general education classrooms. Their collaboration produced high levels of teacher satisfaction, substantive teacher change, and increases in student engagement, self-efficacy, and achievement.

Keywords:

• Collaboration
• mathematics
• preteaching

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Damon L. Bahr

Damon L. Bahr is an associate professor at Brigham Young University. His current research interests involve the leveraging of university-public school partnerships for mathematics teacher learning.

Erin Feinauer Whiting

Erin Feinauer Whiting is an associate professor at Brigham Young University. Her current research focuses on understanding and alleviating social inequality including a focus on school community and organization for the inclusion of all students.

Cade T. Charlton

Cade T. Charlton is an associate professor at Brigham Young University. His research focuses on identifying empirically-supported practices and designing organizational supports to ensure these practices are implemented with fidelity in a Multi-Tiered System of Supports (MTSS).