Reasonable adjustments in learning programs: Teaching length, mass and capacity to students with intellectual disability

Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning, and; 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.