Introduction
The informed approach in curriculum planning in Mathematics involves considering different groups of students in stages 3 and 4. The area of interest for teaching mathematics in the curriculum focuses on students with special needs. Ideally, the interest is in developing strategies to make mathematics accessible and engaging for students with learning disabilities, such as dyslexia, ADHD, and autism (Kaufman 2018). Further, the curriculum planning also focuses on exploring how technology can get used to supporting them in their learning. According to Alsaleh 2020, the probability is an essential topic for stages 3 and 4 and particular needs students because it helps them develop a range of essential knowledge and skills. It also helps them understand the relationship between cause and effect and appreciate the importance of making informed decisions. For special needs students, probability can be a beneficial topic as it can help them develop their numerical skills and ability to identify patterns, which can be beneficial for their overall development. Lambert et al. 2021, in their report on teaching mathematics to students with special needs. The report focused on developing strategies to make mathematics more accessible and engaging. Ideally, the research has shown that using hands-on activities, visual aids, and technology can be beneficial for students with learning disabilities. Additionally, the research has highlighted the importance of scaffolding and differentiated instruction to ensure that students with special needs can understand and apply concepts in mathematics.
According to Isrokatun et al. 2019, scaffolding is a teaching method in which the teacher supports students to help them understand and apply concepts. It involves having easier, smaller, and manageable tasks, providing guidance and feedback, and adjusting instruction to match the needs of individual pupils. At the same time, differentiated instruction is a teaching method in which instruction is tailored to match and reflect on the needs of individual students (Boelens, Voet, and De Wever 2018). It involves adjusting the instruction to accommodate different learning styles, interests, and abilities. Throop Robinson et al. 2022 argue that Hands-on activities involve physical manipulation of objects, such as sorting, counting, and constructing. They are used to help pupils have a better understanding of the topics and mathematical concepts. In addition, “Dyslexia is a learning disability that affects a person’s ability to read and spell” (Boelens, Voet, and De Wever 2018, p. 180). It is characterized by difficulty decoding, recognizing words, and understanding language. “Attention Deficit Hyperactivity Disorder (ADHD) is a mental health disorder that affects a person’s ability to concentrate, concentrate, and stay organized” (Lambert et al., 2021, p. 54). Lastly, “Autism is a complex neurological disorder that affects a person’s ability to communicate, interact with others, and interpret the world around them” (Lambert et al., 2021, p. 60). Difficulties with social interaction, communication, and sensory processing characterize it.
Recent research has demonstrated the importance of teaching mathematics to students with special needs to promote their overall development. It is particularly true for students with learning disabilities, such as dyslexia, ADHD, and autism, as they often struggle with traditional mathematics instruction (Lambert et al., 2021). Therefore, it is essential to focus on designing a curriculum and instruction tailored to their needs (Boelens, Voet, and De Wever 2018). In my experience, hands-on activities, visual aids, and technology have proven effective strategies for teaching mathematics to students with special needs. Therefore, it is essential to continue researching and developing strategies to make mathematics accessible and engaging for this population of students.
Critical Review
The literature on teaching mathematics to students with special needs is vast and varied. Numerous studies have been conducted over the past decade examining the efficacy of different approaches and strategies for teaching mathematics to students with special needs. A key focus of the literature is on technology to support learning. Nusir et al. 2013 found that using interactive multimedia mathematics software was effective for students with special needs. The sofware was essential in making pupils learn with their own speed, provided them with visual cues, and allowed them to receive feedback on their work. Another study suggested that using technology in mathematics lessons could help improve students’ motivation and engagement (Daher 2021). In addition to technology, the literature has also examined the potential benefits of incorporating cooperative learning into mathematics instruction. Thibaut et al. 2018 suggest that cooperative learning strategies, such as pair- and group-based activities, could help improve students’ understanding of mathematical concepts.
Moreover, small group work can also help students develop social and communication skills, which can benefit students with special needs who may struggle with these skills (Thibaut et al., 2018). The report has also focused on the importance of providing students with special needs with appropriate levels of support. According to Cobb 20125, providing students with individualized instruction and explicit guidance could help improve their understanding of Mathematics. It is, therefore, crucial for teachers to be aware of the needs of their students and to be flexible in their approach to teaching mathematics. While technology and cooperative learning strategies can be effective, it is also essential that teachers provide their students with appropriate levels of support. By doing so, they can ensure that their students receive the best possible educational experience.
When it comes to teaching probability to pupils with special needs, a wide range of sources are available, each providing its unique perspectives and approaches. The authors, in particular, whose works are focused on this topic are Sousa (2016) and Yakubova, Defayette, and Chen (2021). Sousa’s (2016) work focuses on using differentiated instruction to reach diverse learners effectively. He argues that by recognizing the unique needs of children with special needs, teachers can create an individualized program of instruction tailored to their specific needs and abilities. He emphasizes the importance of using evidence-based, research-validated instructional strategies, such as visual and hands-on approaches, to help students with special needs develop skills in mathematics. He also highlights the importance of providing appropriate accommodations and modifications, such as extra time and individualized support, to ensure that students with special needs can access the same mathematics curriculum as their peers.
According to Yakubova, Defayette, and Chen, 2021, using manipulatives, such as base ten blocks and fraction circles, enhances student learning. He argues that using manipulatives can help students with special needs develop a better understanding of mathematical concepts, as it allows them to explore concepts through interactive and visual means. He also stresses the importance of providing appropriate scaffolding and support, such as breaking down complicated concepts into smaller steps, to ensure that students with special needs can master the same mathematical content as their peers. Overall, both Sousa (2016) and Yakubova, Defayette, and Chen (2021) provide valuable insights into teaching mathematics to children with needs. By recognizing the unique wants and needs of these learners and providing appropriate support, teachers can ensure that all students, regardless of their abilities, can access and engage with the same mathematics curriculum. By utilizing the strategies and approaches outlined by these authors, teachers can create an effective and individualized instruction program tailored to their students with special needs.
Counter Argument
The literature on teaching mathematics to students with special needs has been met with praise and criticism. On the one hand, many researchers have highlighted the importance of tailoring mathematics instruction to the individual “needs of students with special needs” (Benton and Johnson 2014). They argue that this approach can help them develop essential skills, and allow them to understand mathematics concepts better. On the other hand, Crutcher and Naseem 2019 have argued that there is a lack of empirical evidence to support the effectiveness of this approach. They suggest that, while it may be beneficial for some students, it can be difficult to generalize the results to the broader population of pupils with special needs.
Additionally, they point to the fact that the literature needs to address the issue of how to motivate these students to engage with mathematics and that it needs to provide more guidance on how to assess the progress of these students (Crutcher and Naseem 2019). Bouck et al. 2021, have suggested that more information be needed on integrating technology into mathematics teaching for students with special needs. They argue that technology can be a powerful tool for these students but that the literature needs to provide more guidance on how to use it effectively. Therefore, teaching mathematics to students with special needs has its merits. It is clear that further research is needed to fully understand this approach’s effectiveness and provide more comprehensive guidance on how to teach these students. Additionally, further research and findings are needed to explore the potential of technology and to develop strategies for motivating and assessing the progress of these students.
Importance of Curriculum Planning
Johnson and Semmelroth 2014 suggest that an informed approach to curriculum planning in mathematics that focuses on special needs requires an understanding of the diversity of learning needs and challenges faced by students with special needs. Educators must understand these students’ challenges and plan their curriculum accordingly. The first step in curriculum planning is identifying the student’s learning goals. Educators should consider the individual needs of the learners, including their strengths, challenges, and areas of interest (Baldwin, Omdal, and Perele 2015). “It will help to ensure that the curriculum is tailored to the student’s individual needs and that their learning goals are met”(Baldwin, Omdal, and Perele 2015, p. 220). It is also essential for educators to develop an understanding of the instructional strategies and materials that will be most effective for the student’s learning. Baldwin, Omdal, and Pereles 2015 argue that once the learning goals have been identified, the next step is to develop a curriculum plan. This plan should include activities, materials, and instructional strategies tailored to the student’s individual needs. For example, if a student has difficulty with fine motor skills, the curriculum plan should include activities focusing on developing those skills. Similarly, if a student has difficulty with problem-solving, the curriculum plan should include activities focusing on developing those skills.
In addition to activities and materials, the curriculum plan should include assessment strategies. Educators should consider students’ needs and develop assessment strategies appropriate to their abilities (Baldwin, Omdal, and Pereles 2015). For instance, alternative assessment strategies, such as open-ended questions or portfolios, should be used if a student cannot answer multiple-choice questions. Finally, educators must provide support and guidance to students with special needs. This support could include providing additional resources, adapting classroom activities, and providing accommodations. “It is also essential for educators to provide encouragement and feedback to the student to help them stay motivated and engaged in their learning’ (Johnson and Semmelroth 2014, 73). Curriculum planning for students with special needs requires an understanding of their individual needs and challenges and the development of a curriculum plan tailored to their needs. Educators should also consider the instructional strategies and materials that will be most effective for the student’s learning and assessment strategies that are appropriate for their abilities. Finally, educators should provide support and guidance to students to help them stay motivated and engaged in their learning.
Patton and Kim 2016 reflect on teaching probability to students with special needs, and it is essential to use an informed approach to curriculum planning. The approach should consider the student’s individual needs, such as their strengths, challenges, and areas of interest. It should also include activities, materials, instructional strategies, and assessment strategies tailored to the student’s individual needs. One way to teach probability to students with special needs is to use real-world examples. For example, students can learn about probability by exploring the chances of different outcomes in a dice game. This activity can help students understand the concept of probability and sharpen their critical thinking skills. In addition, games can help students with special needs stay motivated and engaged in learning (Lieberman and Houston-Wilson 2019). Another way to teach probability to students with special needs is to use hands-on activities. For example, students can create a probability tree diagram to explore the chances of different outcomes in a game of cards. This activity can help students understand how to calculate probability and develop their problem-solving skills.
According to Lieberman and Houston-Wilson 2019, hands-on activities can help students with special needs stay engaged in their learning. A third way to teach probability to students with special needs is to use technology. For example, students can use a computer simulation to explore the chances of different outcomes in a game of chance. The activity can help students understand how to calculate probability and develop their numerical skills. In addition, technology can help students with special needs stay engaged in their learning. Using an informed approach to curriculum planning is vital when teaching probability to students with special needs. The approach should consider the individual needs of the student and include activities, materials, instructional strategies, and assessment strategies tailored to the student’s individual needs (Patton and Kim 2016). Examples of activities that can help students with special needs learn probability include real-world examples, hands-on activities, and technology.
Conclusion
Including special needs in curriculum planning ensures all students have access to quality education. Ideally, students with special needs have unique learning needs and challenges that must get addressed to ensure their success. For example, research has shown that students with learning disabilities, such as dyslexia, ADHD, and autism, should have access to alternative instructional strategies, accommodations, and support to be successful (Yakubova, Defayette, and Chen 2021). In addition, pupils with learning disabilities should get provided with appropriate support and instruction, they can achieve at the same level as their peers (Johnson and Semmelroth 2014). It indicates that when students gets included in curriculum planning, they are more likely to experience success in the classroom. Finally, “research has shown that when children with special needs are included in curriculum planning, it can lead to greater inclusion and acceptance in the classroom” (Alsaleh 2020, p. 25). It can help create a more inclusive and welcoming learning environment for all students. Including special needs in curriculum planning ensures all students have access to quality education. Research has shown that when students in a class can provided with appropriate support and instruction, they can achieve at the same level as their peers and that including them in curriculum planning can lead to greater inclusion and acceptance in the classroom. Therefore, educators must consider their students’ needs and challenges when planning curricula.
Teachers should focus on students with special needs in class because it is their responsibility to ensure that all students have equal access to education and receive the support they need to reach their full potential (Johnson and Semmelroth 2014). Special needs students may require more individualized instruction, differentiated materials, and modifications to the curriculum to ensure they are successful ((Alsaleh 2020). Special education teachers are trained to provide the necessary accommodations and modifications to ensure that all students can thrive in the classroom. Additionally, helping special needs students succeed helps to foster an inclusive and supportive environment in the classroom where all students can learn and grow. Planning for special needs in the curriculum should ensure that all students have access to quality education (Yakubova, Defayette, and Chen 2021). It should also help students with special needs achieve their learning goals and develop the skills necessary for success in the classroom. Additionally, it should create a more inclusive and welcoming learning environment for all students, regardless of their abilities.
