This article originally appeared in START Connecting in March 2025. 

Research shows that when students are held to high expectations, they make greater progress in learning. In January 2025, the U.S. Department of Education recognized: "Inclusive educational practices rely on learning environments that are intentionally designed to hold high expectations for the success of each student through meaningful access to the general education curriculum and grade-level state academic standards.” 

This approach is important in all academic experiences, including mathematics, for students with disabilities. A joint statement from the Council for Exceptional Children (CEC) and the National Council of Teachers of Mathematics (NCTM) emphasized the need to align what students learn, how they learn it, and how they are assessed. They further highlighted that teaching mathematics to students with disabilities is a complex process that requires collaboration among professionals with diverse knowledge and expertise (NCTM & CEC, 2024). 

The Individuals with Disabilities Education Act (IDEA) notes that students with Individualized Education Programs (IEPs) have a right to access grade-level math with appropriate supports regardless of where they are being served on the Least Restrictive Environment (LRE) Continuum. Even if students learn math outside the general education classroom, they can still receive a high-quality education when special educators and math educators collaborate.

General and special educators have critical roles as partners when planning for student learning in subjects like math. By working together, they create lesson plans that can reach all students and address diverse learning needs. This teamwork combines expertise in curriculum design with student specific strategies, ensuring that lessons are effective and inclusive. 

Intentionally planned response strategies help students learn and stay engaged. Students often receive more opportunities to respond when they are involved with their peers in grade-level curriculum in the general education setting. In a recent study, Kurth et al. (2025) found that students with complex support needs, those requiring significant assistance and support in multiple areas, often have less engagement and receive fewer opportunities to respond in separate special education classrooms. 

To increase access to the general education curriculum, educators can use Universal Design for Learning (UDL) principles. This includes offering different ways to support multimodal communicators, using assistive technology, and individualizing strategies. Differentiation strategies can support students throughout the lesson by presenting information in multiple ways (visual, auditory, hands-on), so that every student can understand the material. Using differentiated output strategies along with extra support can make learning more effective for everyone.

The NCTM and CEC position statement included these actionable recommendations for math and special education teachers (NCTM & CEC, 2024):

• Use a Universal Design for Learning framework in unit and lesson planning. 
• Provide multiple ways of representing math information, beginning with physical manipulatives, such as blocks, moving to pictures and drawings, and finally focusing on abstract representations using numbers and mathematical symbols (Concrete-to-Representational-to-Abstract Instructional approach; Special Connections (2025)).
• Plan ahead using a preventative model for instruction. 
• Encourage students with disabilities to take an active role in learning math.
• Give students time to think, practice, and share their ideas before moving to a whole group discussion. 
• Provide a variety of interactive learning experiences. 
• Use flexible group work to create a community of learning. 
• Build meaningful connections between concepts and procedures.

When educators work together to set high expectations for all students, it creates increased opportunities to respond, which leads to engagement and learning of grade level content. Both general and special education teachers have the expertise to design grade-level experiences for all students. To optimize math learning, explore these resources.

Written by: Lisonn Delcamp, Ed.S., Autism Education & Intervention Specialist 

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