Abstract
In this article, we illustrate how mathematics and special education teachers can collaboratively plan together to differentiate mathematics instruction for students with exceptionalities. We describe a structured, collaborative planning protocol that is the first phase of a Mathematics-Specific Consultation for Students with Exceptionalities (MSC-SE). Using the exemplar triad of a third-grade mathematics teacher, a special education resource teacher, and a third-grade student diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD) and Specific Learning Disabilities (SLD), we show what this planning looks like for the specific content area of fractions. We highlight how these teachers, in collaboration with the student, work together purposefully to understand what her strengths are, why she is having difficulty, and what mathematics-related supports she needs. Within this context, we discuss how the two teachers develop a mathematics instructional hypothesis that provides them a focused and informed foundation for developing an individualized instruction/intervention plan for their student.
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