Summary
Summary
The CORE districts studied characteristics, outcomes, and transitions of students with disabilities (SWDs). Specific learning disability was the most common type. Males, African Americans, English learners, and foster youth were overrepresented. Chronic absence was higher for SWDs with multiple disabilities. Most SWDs entered special education in K-4 and exited in grades 8-12. These results help identify who may need targeted support.
Summary
This brief explains that while the California Common Core State Standards in Mathematics require rigorous instruction for all students, those with disabilities do not always have equal access to this instruction. It recommends the use of Universal Design for Learning (UDL), a research-based framework that enables expert learners within classroom settings and maximizes engagement for all students, including those with disabilities, to provide access to rigorous, standards-based mathematics instruction for all students in California.