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Mathematics Instruction and Students with Learning Disabilities: An Introduction to the Special Issue

Richard T. Boon

Abstract


Striving to become proficient in mathematics is a critically important academic goal for all students to achieve in the United States. However, statistics from the National Assessment of Educational Progress (NAEP) indicate accomplishing this feat has proven difficult for a large number of students with disabilities (National Center for Education Statistics [NCES], 2017a). Although the percentage of students with disabilities performing “at or above proficient” levels continuously improved in the first decade of the 21st century, since then it has stalled or even declined depending on the grade level (NCES, 2017b). From 2011 to 2017, data from the NAEP Data Explorer (NCES, 2017b) shows that the percentage of fourth graders with disabilities “at or above proficient” decreased from 19% to 16%, remained at around 9% for eighth graders, and at 6% from 2011 to 2015 for 12th graders (NAEP Data Explorer; see the following website http://nces.ed.gov/nationsreportcard/ naepdata/dataset.aspx). 

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Keywords


mathematics; learning disabilities

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