Bridging Gaps in Teacher Preparation for Bilingual Learners With and Without Mathematics Disabilities

This presentation shares findings from two national surveys of over 1,400 teachers and 1,100 parents examining knowledge, practices, and misconceptions about supporting emergent bilinguals, particularly those with mathematics difficulties. Results reveal critical gaps in training, especially around bilingual development, disabilities, and instructional strategies, highlighting urgent needs for educator preparation.Participants will be able to: 1. Differentiate between typical bilingual language development and potential indicators of math-related learning disabilities (MD) in emergent bilingual students, using evidence-based frameworks that reduce over- and under-identification in special education referrals. 2. Identify and address common misconceptions about bilingualism and disability, including the impact of these beliefs on instructional practices, assessment decisions, and family communication with a focus on mathematics learning contexts. 3. Apply culturally and linguistically responsive instructional strategies and collaborative approaches to support emergent bilingual students with and without MD across classroom settings.