Students with disabilities (SWDs) receive most of mathematics instruction in general education classrooms, and yet most general education teachers receive little instruction on methods for supporting these students in engaging with mathematical content. Teacher education could be a vital site for addressing this need, but we know little about how well candidates are being prepared for this task. In this study, we examined 267 elementary mathematics methods syllabi from 204 universities to understand how many and what types of references to SWDs appeared in the syllabi. We found that although 38% of syllabi included references to SWDs, these references were most commonly part of broader statements on supporting all learners. Comparatively few syllabi focused on specific instructional approaches for supporting SWDs, with only a small number of syllabi referencing students with disabilities in their course outlines, assignments, and readings. We conclude with implications for teacher educators and policymakers.
Jones et al. (2026) studied this question.