HOW CAN GENERAL EDUCATION TEACHERS

Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction it is adapted and modified to meet the individual needs of the learners (Salend, 1994). Adaptations and modifications come in many forms. They can be as simple as using graph paper to help student with mathematics disabilities keep columnar addition straight or as complex as solving calculus equations with calculators. To ensure effective instruction, adaptations and modifications for instruction are necessary in the areas of lesson planning, teaching techniques, formatting content, adapting media for instruction, and adapting evaluation (Wood, 1992). In general education classrooms, adaptations and modifications in mathematics instruction are appropriate for all students, not just students with LD. Teachers of mathematics will find that simple changes to the presentation of mathematical concepts enable students to gain a clearer understanding of the process rather than a merely mechanically correct response. Additionally, adapting and modifying instruction for students creates a more positive atmosphere that encourages students to take risks in problem-solving, which strengthens student understanding of the concept (McCoy & Prehm, 1987). For many teachers with limited or no preparation for working with students with LD, inclusion of students with mathematics disabilities may create concern. This article provides information on how to adapt and modify mathematics instruction to promote success and understanding in the areas of mathematical readiness, computation, and problem-solving for students with math disabilities. It also presents techniques that promote effective mathematics instruction for these students