Task 2: Math Abilities in Students with Diverse Needs Report

This report examines the development of mathematical abilities in students with diverse needs, focusing on research related to inclusive education and effective teaching practices. The analysis includes a review of studies on mathematical disabilities, the impact of special versus general education settings, and the use of manipulatives and the concrete-representational-abstract (CRA) approach in mathematics instruction. The report references studies on Korean elementary school teachers' implementation of math instruction and discusses the importance of addressing learning difficulties. It also highlights the need for tailored teaching methods in special education and acknowledges the limitations of research based on small sample sizes and specific geographical locations. The report emphasizes the need for teachers to understand the diverse cognitive abilities of students and implement various learning methods.

Development of Mathematical Abilities in Students with Diverse Needs
Running Head: TASK 0

TASK 1
The study on the Korean students’ mathematical disability is effectively carried out
and in our opinion the results are robust and the findings are justified by using Fisher’s test. It
states that the student with a disability is more effective in learning and receiving instruction
when they are a part of special schools, not the general schools. In my opinion, it seems that
the student in special schools are treated with equality and the persevering environment is
provided while in general schools, their weaknesses are not fully acknowledged by the
teachers (Shin , Ok, Kang, & Bryant, 2019). The content is well surveyed and studied as the
importance of the inclusion methods required in grasping the practical subjects like
mathematics is defined effectively. The tests and the series of questionnaire to screen the
intellect and the grasping power of the student in the mathematics, helps in decoding the
methods that can be implemented in enabling to learn them efficiently and effortlessly
(World Health Organization., 2011). However, more focused and skilful teaching practices
are required for the special elementary schools where the disability in maths differs from the
reason of disability found in the general elementary school. The point of disagreement arises
with the fact that has been presented as the limitation in the journal as well which states that
the study has been conducted on the small portion of the population that too in the
metropolitan city such as Seoul and Gyeonggi which deviates the results as the students of
different places and the city have different attitude towards the learning process. Even the
teaching methods have a huge difference in both urban and rural schools. However, every
country has a different way of teaching the students which make their mind to grasp the
subject accordingly. Mere study on the basis of 38 samples does not give a solid base to
universal consideration (Maccini & Gagnon, 2006). The mathematical disability among the
fewer students can be observed in our classrooms as well is similar to the idea that has been
presented in this Korean classroom article. Disability in understanding the math is not a
disorder unless it accompanies other significant features of retarded cognizance. The teachers
at general school like ours, emphasize the implementation of learning methods which could
be better understood by the students of all kinds of cognitive abilities. However, in special
schools, the handling, and the learning process involves more efforts and patience.

TASK 2
References
Maccini, P., & Gagnon, C. (2006). ‘Mathematics‘ instructional practices and assessment
accommodations by secondary special and general educators. 72(2), 217–34.
Shin , M., Ok, M. W., Kang, E. Y., & Bryant, D. P. (2019). Korean elementary school
teachers’ implementation of mathematics instruction for students struggling to learn
mathematics in inclusive settings. Journal of Research in Special Educational Needs,
19(2), 145-157. doi:doi: 10.1111/1471-3802.12437
World Health Organization. (2011). ‘World Report on Disability. Retrieved 03 02, 2020,
from
https://apps.who.int/iris/bitstream/handle/10665/70670/WHO_NMH_VIP_11.01_eng.
pdf;jsessionid=3A70F092B13FF2A9070EA93121C918A7?sequence=1