Reasonable Adjustments to Maths for Students with Intellectual Disabilities

对中学数学进行合理的调整--家长希望如此，学生需要如此，澳大利亚法律也要求如此--但教师如何实现呢？该项目的目的是找到为智力和发育残疾学生调整、教授和评估中学数学的方法。本研究的意义在于解决法律要求教师在没有证据的情况下教授数学的问题。预期成果是合理调整中学数学的证据基础，也是教师进行包容性实践的方法和战略。如果开发出向智力残疾学生教授年级数学的方法，更多的学生可能会受益。

Reasonable adjustments to secondary mathematics – parents want it, students need it, the Australian law requires it – but how do teachers achieve it? The aim of this project is to find ways to adjust, teach and assess secondary mathematics for students with intellectual and developmental disabilities. The significance of this study is in solving a problem facing teachers who are required by law to teach mathematics without evidence informed approaches. Expected outcomes are an evidence-base for reasonable adjustments to secondary mathematics and approaches and strategies for teachers for inclusive practices. If ways for teaching year-level mathematics to learners with intellectual disability are developed, many more students may benefit.