As a parent of a child with a disability and as a math educator, I am repeatedly struck by the fact that a group of adults (educators and professionals) convene to discuss and plan how to help a child. A great deal of time, resources, and money is concentrated on that child. Awesome! Unfortunately, in math education I frequently encounter situations in which this collective energy is concentrated on math that is more about boxes to check than engaging the student in math that he or she will need in post-secondary life.
IDEA enumerates the purpose of special education, with the transition goals aligned with employment, living skills, and future education that are desired for each individual student. This is explicit and aligns with the goal most teachers likely have, to make a difference in the lives of their students.
Despite this, when I am called in to help with math programming for a student I often find the math being presented to the student is not aligned with the post-secondary goals and often appear to the result of following the general ed curriculum, by default. Here are some examples.
- I co-taught an algebra 1 class with a student impacted by autism to the point that he needed a paraprofessional guiding him through the daily work. He worked in isolation with the para and struggled with the basic elements of the course. It was not until his junior year that he was moved to a consumer math class.
- A senior was in a consumer math course I taught. The course was for students who could not access the general curriculum, yet her transition goal for education was to attend a community college. This setting likely require a math course (that did not have consumer math topics) and a placement test.
- I was called in by a district to help a 10th grader who was not grasping the basic math or pre-algebra that was presented for months. He was showing significant task avoidance. The postsecondary education goal was for him to attend a community college. I started algebra work with him immediately and he was grasping it.
- Over 25 years of teaching math I have periodically heard educators minimize the struggles of students with math with the rationalization “they will never need this math.” My response is to ask why “then we are presenting this math to them?!”
So what math do they need? Here is a list of blog posts that address this question. In short, here is what I share with IEP teams, educators, parents, and special ed teacher candidates I teach.
- If the goal is a career that involves a 4 year degree, then boxes must be checked. The student will have to have the math courses needed to get into the college and to prepare for the math in his or her major. This is the “mathy math” that will be on a college placement test as well.
- For a 2 year degree at a school with open admissions, the focus of the high school math can be narrowed to the math course required (if any) and on the placement test. Typically, this would involve a focus on algebra. For the aforementioned 10th grader, we did not cover geometry and prioritized the algebra topics to cover.
- For a vocation, cover the math needed for that vocation. For example, I worked out a long range plan for 7th grader whose mother shared that may work in an auto repair setting. The math needed for that vocation is measurement so the plan focused on measurement and life skills/consumer math.
- For another middle school student whose goal was to have a job and to be as independent as possible. He loved sports and his mother said he would love to work in a sports related store. For him I recommended data and statistics (not the mathy type but meaningful and applied stats and data) to help him make sense of and discuss sports stats. This was complemented by a recommendation for consumer math.
Students should be presented the math they NEED.