How and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position Statement.
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| Title: | How and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position Statement. |
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| Authors: | Gersten, Russell |
| Source: | Learning Disabilities Research & Practice (Sage Publications Inc.). May2025, Vol. 40 Issue 2, p67-70. 4p. |
| Subjects: | Mathematics education, Students with disabilities, Mathematics students, Learning disabilities, Educational intervention |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1177/09388982251321529 |
