Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence-based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.

tapes, (c) helping trainees evaluate their own performance, (d) providing feedback on effective and ineffective behaviors, (e) setting objectives for improved performance, and (f) periodically grading performance. The effects of peer coaching were examined in a multiple baseline design across trainees. Results indicated that peer coaching increased the effective teaching behaviors of five trainees. Special education teacher training programs depend heavily on supervised, fieldbased experiences, or practica, as opportunities for preservice trainees to acquire teaching skills (Buck, Morsink, Griffin, Hines, & Lenk, 1992). University supervisors must closely monitor trainees in practica to ensure they learn effective teaching behaviors. Practicum supervision involves observing a trainee's teaching behaviors, evaluating the effectiveness of those behaviors, and delivering feedback to improve performance (Englert 8c Sugai, 1983). However, effective supervision is often compromised by large numbers of trainees, competing responsibilities, scheduling problems, or widely dispersed school locations (Englert 8c Sugai, 1983). University supervisors, many of whom also teach classes and advise trainees, may have neither adequate time nor resources to provide effective practicum supervision. In those instances, trainees may not develop effective teaching behaviors (or will practice ineffective ones), and their students may not learn optimally. University supervisors commonly address these problems by enlisting the assistance of classroom teachers or graduate students (Buck et al., 1992). Assistants assume some or all of the supervision responsibilities of trainees, and report information to the university supervisor. Unfortunately, many classroom teachers Address:

One strategy to enhance supervision of preservice teacher trainees is on-site observation and feedback from another trainee, or peer coach. In this study, the effects of peer coaching were examined with five teacher trainees who were having difficulty learning the required instruction skills in their practica. Peer coaches provided immediatefeedback to trainees on teaching behaviors during reading instruction. They also summarized trainees' performance at the end of reading sessions. Effects of peer coaching were analyzed in a multiple baseline experimental design across trainees. Results indicated that effective teaching behaviors increased and ineffective teaching behaviors decreased with peer coaching for all five trainees. Also, effects generalized to math instruction. The potential uses of peers as coaches in preservice teacher education are discussed.

Joey is a new second-grade student inMs. Abernathy's class. According to Joey's IEP, one of his instructional goals is to master basic addition and subtraction facts. Ms. Abernathy decided to assess Joey's performance on these skills so that she could plan appropriate instruction.The first part of the assessment involved a written assignment that consisted of 10 addition facts (with sums 0 to 9) and 10 subtraction facts (with differences 0 to 9). Joey scored 70% on this assignment. He knew all the addition facts and four of the subtraction facts.In the second part of the assessment, Joey used plastic cubes to represent and solve five basic-fact addition problems and five basic-fact subtraction problems. Joey correctly represented the addition problems-he counted cubes to represent the first number, counted cubes to represent the second number, and counted all the cubes together to determine the answer. When it came to subtraction,

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.