Students with mathematics learning disability (MLD) are entitled to a free appropriate public education (FAPE) as outlined by their Individualized Education Program (IEP). The IEP is a roadmap to enhance in‐school and postschool outcomes for students with a disability. We reviewed IEPs (n = 89) for secondary students with MLD enrolled in 15 rural independent school districts in the southeast part of the United States. Results suggested secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading; and (e) social and behavioral skills based on annual goals written in their IEPs. Yet 70% of the IEPs reviewed included only instruction in the general education setting, without specialized services. IEPs included a variety of accommodations, but few goals facilitated access to grade‐level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and future research are discussed.

中文翻译：

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数学学习障碍的学生是否正在接受FAPE ？：个性化教育计划的描述性审查的见解

患有数学学习障碍（MLD）的学生有权享受个性化教育计划（IEP）概述的免费适当公共教育（FAPE）。IEP是一项路线图，旨在提高残疾学生的学前和学后成绩。我们审查了IEP（n= 89）针对在美国东南部15个农村独立学区就读的MLD学生。结果表明，患有MLD的中学生在（a）计算中有需求；（b）小数，小数和百分比；（c）功能数学；（d）阅读；（e）基于个人教育计划中制定的年度目标的社交和行为技能。然而，接受审查的70％的IEP仅在通识教育环境中包含指导，而没有专门服务。IEP包括多种住宿，但是很少有目标能够促进获得年级内容或特殊教育服务，以支持达到目标的专门指导。讨论了对实践，局限性和未来研究的影响。