This overview of the second special issue on effective mathematics instruction for students with learning disabilities provides brief summaries of the issue's articles. Articles are meant to assist teachers in the design, implementation, and evaluation of mathematics programs for students with learning disabilities. (CR)

The development and implementation of portfolio assessment is presented, with considerations for the use of this approach with learning-disabled (LD) students. Research on the usefulness of portfolio assessment with students with LD is needed, as is teacher training. Also considered is the issue of technical adequacy whereby portfolio assessment…

This article offers guidelines and suggestions for adapting mathematics instruction when teaching students with learning disabilities in the general classroom. Techniques for teaching computational skills, solving algorithms, and problem solving are offered. General techniques include increasing instructional time, varying group size, and using…

This article introduces a series of 12 papers on mathematics instruction for students with learning disabilities (LD). It discusses educational trends that have implications for mathematics instruction, research in LD and mathematics instruction, and components of effective mathematics instruction. Tables summarize the standards of the National…

Methods for teaching problem-solving strategies for word problems to students with learning disabilities are described in the context of the 1989 National Council of Teachers of Mathematics Curriculum and Evaluation Standards. Examples are given for using the specific strategies of diagrams, ratio equations, tables, and inverse operation…

Discussion of the educational needs of students who are both gifted and learning disabled focuses on terminology, definitions, characteristics, identification, and instructional programming. A study showing the effectiveness of systematic direct instruction in small groups for this population is summarized. (DB)