Arithmetic Performance of Students: Implications for Standards and Programming

Abstract

This article presents a description of the arithmetic performance of students with mild disabilities and general education students and discusses these data in terms of student achievement and its implications for standards and programming. The data were obtained across grade levels 3–8 on 937 general education students and 197 students with mild disabilities. The data are discussed in terms of selected mathematics standards (e.g., Principles and Standards of School Mathematics NCTM, 2000) and Public Law 105–17, the amendments to IDEA. The latter assure that students with disabilities have access to and make progress in the general education curriculum.