Students’ Perspectives on Their Vulnerabilities and Assets in Learning Within an Inclusive Secondary Mathematics Setting

Abstract Students’ perspectives on their vulnerabilities and assets in learning should constitute the primary source of information in designing teaching programs to aid in their success, yet few studies document their needs and strengths from their standpoint. The current investigation used a case-study design including interviews and clarifying discussions, to capture the perspectives of high school students with disabilities. Document data was used to substantiate students’ achievement patterns and disability evidence. The sample of participants consisted of four self-selected high school students, from two inclusive Advanced Algebra classrooms. Findings suggest secondary students with disabilities 1) are heterogeneous in ability levels, strengths, achievement, interests, and needs; 2) show a good understanding of their vulnerabilities which closely resemble the weaknesses listed in their Individualized Educational Plan or Program (IEP); and 3) demonstrate limited knowledge of their assets. As positive implications, the participants perceived disability as a difference, part of human diversity, showed constructive transformations over time, and were successful as measured by multiple criteria of achievement