This article presents results from a year-long study of an innovative approach to mathematics and its impact on students with learning disabilities as well as those at risk for special education. There is a considerable interest in the field regarding current mathematics reform, particularly as it reflects the simultaneous and conflicting movements toward national standards and inclusion. Results suggest that innovative methods in mathematics are viable for students with average and above average academic abilities and that students with learning disabilities or those at risk for special education need much greater assistance if they are to be included in general education classrooms. The success of the majority of students in this study raises questions about commonly advocated instructional methods in special education.
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