Teacher Evaluation of Resources Designed for Adapting Mathematics for Students With Significant Cognitive Disabilities

Abstract

Although educators of students who take alternate assessments based on alternate achievement standards are charged with providing access to grade-level mathematics to help their students prepare for this requirement, almost no models exist to provide guidance for how to adapt mathematics content for this population of students. This study asked educators to evaluate resource materials for adapting grade-aligned mathematics. One hundred twenty-five participants completed a survey to appraise two resources developed specifically for teaching mathematics to students with significant cognitive disabilities. One of the resources was designed to build mathematics content knowledge and the second to provide guidance for designing mathematics instruction aligned to academic content standards. The resources received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content.