Infusing Evidence-Based Practices into the Special Education Preparation Curriculum

Abstract

This article describes how a math intervention was developed based on five standards needed to be an effective math teacher of students with disabilities and four validated practices shown to be effective with students with disabilities. Emphasis was placed on the importance of explicitly teaching these strategies in teacher education methods courses. Preliminary data indicated that when these standards and validated practices were used to teach first grade students at risk for math failure, achievement gains were seen and preservice teachers felt they gained knowledge about teaching students mathematics.