Joint Position Statement on Teaching Mathematics to Students with Disabilities

The National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) jointly recognize the important role of educators in ensuring students with disabilities have access to and success with grade/course-level standards, receive high-quality instruction and are supported by systems that believe in their abilities.

NCTM and CEC believe that for students with disabilities, mathematical learning is a shared responsibility between mathematics educators, special educators, administrators, related service providers, families, and other interested partners who must work within the limits of their professional knowledge and skills.  This means educators need to know when to collaborate to support the educational needs of their students in specific content areas.

The statement represents work from committee members of the National Council for Teachers in Mathematics (NCTM) led by Joleigh Honey, and members of CEC, led by Mitchell Yell.

“I am pleased that CEC and NCTM were able to come together to produce this consensus document that underscores our areas of agreement about the critical role of educators in facilitating access to a high-quality mathematics coursework for students with disabilities,” says Dr. Kareem Thompson, CEC President.

It is critical to align what mathematics students learn, how they will learn it, and how they will be assessed.

“Collaboration between mathematics teachers and special educators to provide students with disabilities opportunities and support through both high-quality instruction and intervention enriches both professionals just as this collaboration enriches both our organizations,” shares former elementary teacher and mathematics coordinator and NCTM President Latrenda Knighten.

Teaching mathematics to students with disabilities is a complex undertaking and should involve the shared knowledge and expertise of professionals working together as a cohesive team.

Within the multiple frameworks and evidence based on mathematics teaching and learning, NCTM and CEC find compelling and shared points of convergence:

• Students with disabilities have a right to access, and be provided with appropriate supports to be successful with Grade/Course-Level Content
• Students with disabilities have a right to high-quality instruction aligning with content and intervention designed to facilitate success with grade-level content
• Students with disabilities have a right to be supported by educators who believe in their abilities.

Read the Complete Statement Here

News Media Contacts:

CEC: Annie Drinkard, 703-264-9455, [email protected]

NCTM: Paul Hamel, [email protected]

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to high-quality education that is inclusive and equitable for individuals with disabilities.

The National Council of Teachers of Mathematics (NCTM) is the world's largest organization dedicated to improving mathematics education in PreK through grade 12. NCTM has served as the public voice of mathematics education for more than 100 years, supporting teachers to ensure equitable mathematics learning of the highest quality for each and every student.