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ERIC Number: EJ993627
Record Type: Journal
Publication Date: 2012-Dec
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1072-0839
Secondary Mathematics Inclusion: Merging with Special Education
Dieker, Lisa A.; Stephan, Michelle; Smith, Jennifer
Mathematics Teaching in the Middle School, v18 n5 p292-299 Dec 2012
The merging of the fields of special education and mathematics was never meant to be a recent phenomenon. The true intention of the Individuals with Disabilities in Education Act (1975) was for students with disabilities to remain in the least restrictive environment. However, because mathematics is a content area with the greatest dependency on spiraling curriculum and cumulative knowledge, students with disabilities were often relegated to a self-contained classroom. This article reflects on the positive potential of a merger between general education and special education. With the Common Core State Standards in Mathematics (CCSSI 2010), students with disabilities will be included in math classes that have a higher emphasis on language, vocabulary, and critical thinking and processing skills. With this in mind, this article provides the most common ways that learning issues might present themselves in math class and practical ideas to address these issues. Examples of two co-teachers using various co-teaching approaches in a Standards-based middle school classroom are also given. (Contains 1 table and 2 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act