Mathematics education is a core con

Mathematics education is a core content area
with direct benefits for advanced education
and employment for all students (Algozzine,
O’Shea, Crews, & Stoddard, 1987; Maccini,
McNaughton, & Ruhl, 1999; National Council
of Teachers of Mathematics [NCTM], 2000;
No Child Left Behind [NCLB], 2002; Xin,
Jitendra, & Deatline-Buchman, 2005). Although
mathematics education has always
been important, its stake in education has
risen over the past few decades. Recent federal
education laws mixed with rising expectations
of national professional organizations and
changes in educational policy altered what is
expected of all students, including students
with disabilities (NCTM; NCLB; Teuscher,
Dingman, Nevels, & Reys, 2008; Woodward,
2004).
The latest reauthorization of the Elementary
and Secondary Education Act (ESEA)–
called No Child Left Behind (NCLB, 2002)–
required all students to participate in each
state’s accountability system, meaning students
were to be tested annually in grades 3– 8
and once again in high school in reading,
mathematics, and science. Further, schools
were to show Adequately Yearly Progress
(AYP) to account for all students’ improvement
as well as that of particular subgroups,
such as students with disabilities, on their
state’s accountability system (i.e., typically the
large-scale general assessment in the reading,
mathematics, and science) (Yell & Drasgow,
2005). Not only were students with disabilities
included in the general education law but also
the latest reauthorization of Individuals with
Disabilities Education Act (IDEA, 2004)
aligned itself with NCLB regarding students
with disabilities participating in the accountability
system as well promoting access to the
general education curriculum (Turnbull,
Huerta, & Stowe, 2006).
Also contributing to rising expectations for
students with disabilities in mathematics education
were changes in high school graduation
requirements, including exit exams
(Ysseldyke et al., 2004) and mandated upper
level mathematics classes (Teuscher et al.,
2008), as well as increasingly rigorous content
area standards proposed by professional organizations
(e.g., NCTM, 2000) and the recent
Common Core Standards (Council of Chief
State School Officers and National Governors
Association, 2010). Exit exams, affecting 28
states as of 2010, require a student to pass a
Correspondence concerning this article should
be addressed to Casey Hord, PO Box 210002,
Teachers/Dyer Hall, University of Cincinnati, Cincinnati,
OH 45221. Email: [e-mail]
Education and Training in Autism and Developmental Disabilities, 2012, 47(3), 389 – 400
© Division on Autism and Developmental Disabilities

Hasil (Bahasa Indonesia) 1:

Pendidikan matematika adalah wilayah konten intidengan manfaat langsung terhadap pendidikan lanjutandan pekerjaan untuk semua siswa (Algozzine,O'Shea, kru, & Stoddard, 1987; Maccini,McNaughton & Ruhl, 1999; Dewan Nasionalguru matematika [NCTM], 2000;Anak tidak tertinggal [NCLB], 2002; Xin,Pustaka, & Deatline-Buchman, 2005). Meskipunpendidikan matematika selalumenjadi penting, saham pendidikan telahmeningkat selama beberapa dekade. Hari federalundang-undang pendidikan dicampur dengan meningkatnya ekspektasiorganisasi profesional nasional danperubahan dalam kebijakan pendidikan mengubah apadiharapkan semua siswa, termasuk mahasiswadengan cacat (NCTM; NCLB; Teuscher,Dingman, Nevels & Reys, 2008; Woodward,2004).Reauthorization terbaru dari dasardan undang-undang pendidikan menengah (ESEA)-disebut No Child Left Behind (NCLB, 2002)-dibutuhkan semua siswa untuk berpartisipasi dalam setiapsistem akuntabilitas negara, yang berarti siswaharus diuji setiap tahunnya di nilai 3-8dan sekali lagi di sekolah tinggi di membaca,matematika, dan IPA. Selanjutnya, sekolahuntuk menunjukkan secara memadai tahunan kemajuan(AYP) untuk memperhitungkan semua siswa perbaikanserta subkumpulan tertentu,seperti pelajar dengan Cacat, pada merekasistem akuntabilitas negara (yaitu, biasanyaskala besar umum penilaian dalam membaca,matematika dan ilmu pengetahuan) (berteriak & Drasgow,2005). tidak hanya itu siswa Penyandang Cacattetapi juga termasuk dalam hukum pendidikan umumreauthorization Pemesanan individu denganUndang-undang pendidikan Cacat (ide, 2004)selaras dirinya dengan NCLB mengenai siswaCacat yang berpartisipasi dalam akuntabilitassistem juga mempromosikan akses kekurikulum pendidikan umum (Turnbull,Huerta, & Stowe, 2006).Juga berkontribusi untuk peningkatan harapan untuksiswa Penyandang Cacat di pendidikan matematikaperubahan di kelulusan sekolah menengah ataspersyaratan, termasuk ujian keluar(Ysseldyke et al., 2004) dan mandat atastingkat kelas matematika (Teuscher et al.,2008), serta konten yang semakin ketatdaerah standar yang diusulkan oleh organisasi profesional(misalnya, NCTM, 2000) dan yang baruInti umum standar (Dewan kepalaPejabat negara sekolah dan Gubernur NasionalAsosiasi, 2010). Ujian keluar, mempengaruhi 28negara pada 2010, memerlukan seorang mahasiswa untuk lulusKorespondensi tentang artikel ini harusditujukan kepada Casey Hord, PO Box 210002,Guru Dyer Hall, Universitas Cincinnati, Cincinnati,OH 45221. Email: [e-mail] dan pelatihan di autisme dan Cacat perkembangan, 2012, 47(3), 389-400© Divisi autisme dan Cacat perkembangan