Mathematics instruction is often something that teachers are nervous to teach to students with intellectual disabilities. The content may seem overwhelming and abstract for many students. Sometimes students lack prerequisite knowledge or skills that can make mathematics learning difficult. Let’s start this module with the opportunity to consider one student, James, a 6th grade student with a mild intellectual disability.

LET’S MEET JAMES James is a sixth grade student who has been receiving special education services for a mild intellectual disability since kindergarten. He engages in appropriate interactions with peers and adults and is typically regarded as well-liked. James is a beginning reader and uses phonics to sound out new words. While he is able to read on a 2nd grade level, he is usually only able to comprehend questions with 50% accuracy. His language is hard to understand; usually he is able to give 2-3 word answers. James is currently performing at an early elementary grade level in mathematics; he is able to make sets, complete simple addition problems. He experiences difficulty remembering necessary information while engaging in problem-solving activities. Generally, James pays attention for 10-15 minutes at any activity. When really engaged in the activity he may stay active in the activity for up to an hour. New concepts taught to James, may be lost within 2-3 months if not practiced often. If often takes 5-6 teaching sessions for James to learn a new concept, even then he may have difficulty generalizing it to build on the next skill. |

The goal of this module is to describe the Common Core State Standards for Mathematics from the perspective of a student with learning disabilities. While all students should have access to the CCSSM, additional support may be needed in order to provide assistance to students with complex learning needs. The module will focus on the CCSSM Mathematical Practices that support student learning to access the required mathematical content. Additionally, this module will provide guidance and examples of CCSSM for students with disabilities and other learning challenges.

The participant will be able to:

- Identify the focus and purpose of the Common Core State Standards for Mathematics.
- Identify the Mathematical Practices based within the CCSSM and why they are important.
- Identify the how the math learning progressions build upon each other and why they are essential in planning math instruction for students with disabilities and other learning challenges.
- Identify three specific research-based strategies to support students in math learning and problem-solving.