Teachers should accept that children will solve math problems in many different ways and that alternative problem-solving methods are equally valid in most situations. In addition, unit projects that allow children to focus on their own science or math interests and to showcase their individual talents are extremely beneficial. Partnerships between science or math teachers, special education teachers, and parents are key in determining effective educational strategies for children with special needs. Some states also specify additional requirements for IEPs. Professionals and parents should work together to develop the IEP, review it frequently, and revise it if necessary.
Parents have the right to be active advocates for their special needs child in today's schools.
Parents and teachers should realize the important role they play in developing the attitudes of children with special needs toward science and math. Finally, all children can participate in some way in the science or math classroom, even if it is not the same way. To be sure, maintaining an inclusive science or math classroom involves a commitment to the needs of all children, and all children can benefit from the process. References Consortium on Inclusive Schooling Practices. A Framework for Evaluating State and Local Policies for Inclusion .