In addition to diverse learner characteristics, a variety of environmental factors influence the progress that is made with regard to teaching mathematics to students with learning disabilities. Researchers and teachers must continue to work together to determine which curricula and instructional practices will bring about the best results in the shortest amount of time. Educators must resist the temptation to adopt the latest math movement, reform, or fad when databased support is lacking. Moreover, they must carefully consider how to keep students with disabilities in school and motivated to reach their life goals. Student has difficulty maintaining attention to steps in algorithms or problem solving.
Student loses place on the worksheet.
Student has difficulty writing across the paper in a straight line. Student has difficulty using a number line. Student has difficulty doing oral drills. Student is unable to count on from within a sequence. Student is unable to retain math facts or new information.