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Abstract

This commentary essay discusses key issues raised by the recent position statement by NCTM and CEC on teaching mathematics to students with disabilities. It focuses on implications for the widely used co-teaching model, concerns with the exclusion of recent findings on evidence based instructional practices. It also raises concerns about how to sensiblity implement the IDEA mandate to align IEPs and instruction to grade level state standards and neglected issues that researchers need to immediately address.

Keywords

Learning disabilities mathematics difficulties coteaching mathematics intervention

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References

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How and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position Statement

Abstract

Keywords

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