TEACHING STUDENTS WITH SPECIFIC LEARNING DISABILITIES MATH This guidance document is advisory in nature but is binding on an agency until amended by such agency. A guidance document does not include internal procedural documents that only affect the internal operations of the agency and does not impose additional requirements or penalties on regulated parties or include confidential information or rules and regulations made in accordance with the Administrative Procedure Act. If you believe that this guidance document imposes additional requirements or penalties on regulated parties, you may request a review of the document. For comments regarding this document contact
[email protected]. Teaching Students with Mathematical Disabilities Table of Contents Introduction Rationale Least Restrictive Environment (LRE) Defining & Determining Mathematics Learning Disabilities ◦ Determining Eligibility for Students with a Specific Learning Disability (SLD) ◦ State and Federal Special Education Law Table ◦ Frequently Asked Questions Amongst Different Mathematics Disabilities ◦ Frequently Asked Questions About Characteristics of Disabilities in Mathematics High Quality Core Learning Materials ◦ Aligning to Standards ◦ Evidence-based Practices ◦ Universal Design for Learning ◦ Resources and Additional Information Nebraska Mathematical Processes Mathematics Instruction Best Practices ◦ Specially Designed Instruction in Mathematics ◦ Explicit Instruction ◦ Formal Mathematical Language ◦ Concrete, Representational, and Abstract Connections ◦ Fact