By Way of Introduction: Teaching Mathematics to Special Needs Students
In 1997, the Individuals with Disabilities Act mandated access to the general education curriculum for children with disabilities. In response, mathematics teachers and educators have developed creative and innovate ways to meet the mathematical needs of their diverse students. Students with attention deficits, memory problems, visual and auditory processing difficulties, motor disabilities, and information-processing deficits require special accommodations in the mathematics classroom in order to reach their potential in mathematics. English-language learners and students who need further mathematics instruction beyond their current grade level also need special modifications. Recognizing and understanding the learning challenges of our special needs students and identifying teaching strategies to facilitate their mathematics learning is the focus of this special issue of Teaching Children Mathematics. This focal subject reflects NCTM's recommendation in Principles and Standards for School Mathematics (2000) that “all students should have access to an excellent and equitable mathematics program that provides solid support for their learning and is responsive to their prior knowledge, intellectual strengths, and personal interests” (p. 13).