Recommendations for Inclusive Educational Practices in Mathematics for Students With Extensive Support Needs

There is very limited research on inclusive mathematics instruction for students with extensive support needs (i.e., moderate to severe intellectual disability, autism, multiple disabilities) and this is a critical area of need. The purpose of this article is to propose a framework for mathematics instruction for students with extensive support needs in inclusive settings using practices that have been found effective in more restrictive settings, combined with the limited findings on effective inclusive practices for students with extensive support needs. A conceptual model for mathematics instruction for students with extensive support needs is illustrated and described. The proposed model provides guidance for collaborative teams and key stakeholders when planning for mathematics instruction in inclusive settings. Barriers to including students with extensive support needs in general education mathematics settings are discussed and recommendations for overcoming these barriers are described.