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In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can experience challenges with these curricula due to lack of content knowledge and requisite skills along with processing and strategy deficits. The purpose of this article is to present information on strategies that can be used to complement math reform curricula to meet the needs of students with math learning disabilities. [ABSTRACT FROM AUTHOR]

The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly, effectively, and validly assess students with LD. This article summarizes and discusses current research on the differential boost theory as a measure of validity when accommodations are used on mathematics tests. Specific recommendations for determining appropriate testing accommodations, and the role instructional accommodations play in this process, are provided. [ABSTRACT FROM AUTHOR]