INCLUSION AND INTERVENTION: UNDERSTANDING “DISABILITY” IN THE MATHEMATICS CLASSROOM

All students’ learning—including students with learning and intellectual disabilities—is deepened when students with multiple ability levels engage in teamwork on high cognitive demand tasks. Yet, we know little about supporting teachers in inclusive mathematics classrooms. This knowledge void presents challenges for mathematics education leaders who wish to foster inclusion. Synthesizing a small but growing body of mathematics education research, this manuscript is a resource for leaders supporting teachers in inclusive standards-based classrooms. In particular, this manuscript articulates (1) why productive struggle is essential for students with disabilities, (2) progressive definitions of disability and inclusion, and (3) conceptual descriptions of pedagogy in inclusive mathematics classrooms. It is followed by an appendix filled with tangible strategies that mathematics education leaders can adopt and adapt in their own contexts.