Advancing Equity in Mathematics Instruction for Students with Disabilities: Lessons from School-Based Inquiry

Volume 19 (June 2026)
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Citation (APA 7th): Smith, C. & McKenney, N. (2026). Advancing equity in mathematics instruction for students with disabilities: Lessons from school-based inquiry. The Teacher Educators’ Journal, 19, 121-139. https://doi.org/10.66196/KARF1836

Chanta Smith

George Mason University

Nora McKenney

George Mason University

Abstract

This applied study examined instructional, structural, and family engagement factors contributing to low mathematics achievement among students with disabilities and identified a coordinated school-based recommendation for improvement. The study used interviews with co- teachers, a focus group of instructional staff, and a parent survey (n = 50) to examine barriers to math achievement and identify evidence-based strategies. Findings revealed challenges in co-teaching implementation, insufficient planning time, variability in differentiation, and inconsistent use of math language and manipulatives. Parent data indicated uneven home math engagement shaped by socio-economic context. Based on the findings, the study recommends a school-based task force to develop a digital math hub with targeted instructional and family resources. Results highlight the importance of collaborative planning, culturally responsive pedagogy, and family-school partnerships in addressing inequities in special education mathematics outcomes.

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