Algebra 3-4 LS for Junior High School Students with Learning Disabilities

By Madielyn Batallones

SPED LD Math Resource Teacher

This issue of NASET’s Classroom Management Series was written by Madielyn Batallones, a SPED LD Math Resource Teacher. Algebra is, arguably, one of the pillar topics in mathematical education, and is, as such, one of the competencies necessary for furthering mathematical education, and a compulsory requirement in the majority of higher education and career paths. One of the main public discourses is whether Algebra 3-4 LS should be a compulsory subject in high schools, including for children with learning disabilities. While some believe that exposure and competency in algebra facilitate problem-solving, logical reasoning, and analytical skills, a good number feel that the high level of abstractness in algebra puts an undue burden on many students with learning disabilities (Agostini et al., 2022). This problem necessitates careful deliberations on the importance of algebraic literacy, the challenges faced by students with learning disabilities, and possible accommodations and alternative approaches that could bridge the gap between accessibility and rigor, to guarantee equal opportunities for success for all children.