Category: Diversity and Social

Access and equity for all in mathematics is not a new idea (Trentacosta & Kenney, 1997). When focusing on mathematics, the National Council of Teachers of Mathematics has made it clear and imperative in Principles to Actionsthat we commit to access and equity for all (National Council of Teachers of Mathematics [NCTM], 2014).

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The numbers of deaf and hard of hearing (D/HH) students mainstreamed in classrooms today is growing (Kelman & Branco, 2009). More than 87% of D/HH students receive instruction in general education classrooms (U.S. Department of Education, 2015)

Read More… from Equity, Access, and Inclusiveness: Supporting Deaf and Hard-of-Hearing Young Adolescents in the Mainstreamed Middle School Classroom