Abstract
A primary aim of mathematics programs is to accelerate the achievement of all students, including students with or at risk for learning disabilities (LD) in mathematics. Yet research suggests that many programs fail to incorporate the instructional design and delivery principles that have been validated to meet the learning needs of students with or at risk for LD in mathematics. This article provides special education teachers with a practical guide for assessing and evaluating the extent to which mathematics programs contain validated principles of explicit mathematics instruction. An example illustrates how teachers can apply the evaluation guide and use the results to address potential instructional shortfalls of mathematics programs.
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