Learning Disabilities in Mathematics — Skill Deficits and Remedial Approaches at the Intermediate and Secondary Level

Abstract

A total of 114 junior-high, middle-grade, and high-school LD teachers responded to a survey concerning various aspects of mathematics disabilities in students presently on their caseload. The most common deficit areas reported included division of whole numbers, basic operations involving fractions, decimals, percent, fraction terminology, multiplication of whole numbers, place value, measurement skills, and language of mathematics. The remediation approach most often utilized consisted of teacher adaptation of mainstream texts, followed by commercial and teacher-made materials. Respondents indicated the need for a commercial mathematics program based on the mainstream mathematics curriculum with an emphasis on systematic, extended practice for students with learning disabilities in mathematics. The results hold implications for teachers working with secondary students with learning disabilities in mathematics.