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Integrating arts into the curriculum can support long-term retention of standards (Hardiman et al., 2014).

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Combining self-regulation strategies such as self-evaluation, self-monitoring, and self-instruction was found useful for teaching mathematics to SED (Ralston et al., 2014). Math anxiety decreases when a student is more motivated (Chang & Beilock, 2016).

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Lowering Cognitive Demands through worked examples

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Lowering Cognitive Demands through worked examples

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Cognitive demands are reduced by providing graphic organizers, structured lessons, and self-monitoring opportunities (Maccini et al., 2008).

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Feedback using Peer Tutoring or Academic Self-Monitoring

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Feedback using Peer Tutoring or Academic Self-Monitoring

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Hott and Brigham (2014) found six students with emotional disabilities that made progress on understanding mathematical vocabulary by using peer tutoring. Stocker and Kubina (2017) showed students developed math fact fluency by repeated opportunities to compare problems and solutions, by giving themselves accurate and timely feedback.

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Push-in Geometry Intervention for students with Emotional Disabilities

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Push-in Geometry Intervention for students with Emotional Disabilities

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Not enough funding, teacher resources, and teacher training to support students with multiple needs

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Not enough funding, teacher resources, and teacher training to support students with multiple needs

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Unfortunately, special education funding promised by the government is not adequate to meet the high needs of special education students, especially those with emotional disabilities. Teachers are not given trainings, even special education teachers, to support students with emotional disabilities in mathematics.

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Less Post-Secondary Opportunities, more challenges for physical and financial growth

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Less Post-Secondary Opportunities, more challenges for physical and financial growth

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Numeracy skills are necessary to understanding politics and making better health decisions (Madison & Steen, 2003). Postsecondary enrollment is critical to increasing students’ life expectancy, as well as individual and community economic opportunities (Kaprolet & Sullivan, 2013)

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Students with Emotional Disabilities challenges with making relationships, emotional growth, and motivation

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Students with Emotional Disabilities challenges with making relationships, emotional growth, and motivation

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Students with emotional disabilities differ from general education students due to their challenges in forming healthy relationships and regulating their behavior and emotional state (Sausser & Waller, 2006). In addition, Fuchs et al. (2006) found attention necessary for building mathematical skills, yet SED are often found off-task.

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Students with Emotional Disabilities challenges in making growth in mathematics

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Students with Emotional Disabilities challenges in making growth in mathematics

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Students with emotional disabilities make less progress in mathematics than in reading or writing, especially during adolescence (Nelson et al., 2004)

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High School Requirement of passing Geometry

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High School Requirement of passing Geometry

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Students are required to pass 3 years of high school math for a standard diploma and 2 years for a modified diploma. Many students drop out of high school due to these requirements.