Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

Abstract

Students with mathematics learning disability (MLD) are entitled to a free appropriate public education (FAPE) as outlined by their Individualized Education Program (IEP). The IEP is a roadmap to enhance in‐school and postschool outcomes for students with a disability. We reviewed IEPs (n = 89) for secondary students with MLD enrolled in 15 rural independent school districts in the southeast part of the United States. Results suggested secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading; and (e) social and behavioral skills based on annual goals written in their IEPs. Yet 70% of the IEPs reviewed included only instruction in the general education setting, without specialized services. IEPs included a variety of accommodations, but few goals facilitated access to grade‐level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and future research are discussed.

Outcomes in Rural and Urban Settings for Students With Disabilities

“…Since the pattern was the same for reading, there may, in fact, be differences in the types of students with autism in rural and urban schools. Given that Hott et al (2020) found that IEPs for students with mathematics LD in rural schools appeared to be insufficient, the heterogeneity of mathematics patterns when compared with students with other disabilities suggest that (a) some rural schools are in fact meeting the mathematics needs of students with LD, (b) the lack of disaggregation of data by LD subtype (i.e., mathematics LD) is masking any true differences, or (c) IEPs for students with ED, OHI, and SLI are even less sufficient when it comes to mathematics intervention.…”

“…Other research has focused on discrepancy of services between rural and urban settings. For example, Hott et al (2020) examined Individualized Education Programs (IEPs) of students with mathematics LD from 15 rural school districts. The authors found insufficient support and specificity in those IEPs to ensure students with mathematics LD in rural schools receive the necessary intervention and instruction to increase their mathematics performance.…”

Defining Specially Designed Instruction: A Systematic Literature Review

“…Since the reauthorization of IDEA and the inclusion of response to intervention (RTI) or multitiered systems of support (MTSS) as an alternative to identify students with LD, there has been a significant focus on the construct of intensive intervention (e.g., Donegan et al., 2020; Hott et al., 2020). Intensive or specialized intervention (Fuchs et al., 2014) targets students who are not responding to quality core instruction in general education classroom.…”

Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative

“…Department of Education, 2019). In particular, a recent review of students’ individualized education programs (IEPs) found that 87% of students with mathematics learning disabilities received their mathematics instruction in general education settings (Hott et al, 2020).…”

“…Co-teaching may be one way to help improve the mathematics achievement of students with disabilities as 63.5% of students receiving special education services spend more than 80% of their time in general education settings (U.S. Department of Education, 2019). In particular, a recent review of students' individualized education programs (IEPs) found that 87% of students with mathematics learning disabilities received their mathematics instruction in general education settings (Hott et al, 2020).…”