T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 6 , pp . 30 1 – 31 0. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 50 63 8 Convincing evidence suggests that a considerable number of U.S. students struggle to develop mathematics proficiency. One subgroup of students who have a high probability of mathematical failure is English learners (ELs), who now represent 10% of the U.S. student population; 70% of these students speak Spanish at home (Fry & Passel, 2009). ELs have been the fastest-growing subgroup in U.S. schools over the past 20 years (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In light of this significant influx of ELs and the push for multitiered approaches to mathematics instruction, special educators, now more than ever, are working with ELs who are at risk for academic failure but have yet to be identified as needing special education services (Simonsen et al., 2010).

中文翻译：

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调整循证实践以满足有数学困难的英语学习者的需求

TEA CH IN GE xc ep ti on al C hi ld re n, Vol. 48，没有。6, 页。30 1 - 31 0. 版权 2 01 6 A ut hor (s)。DOI: 1 0. 11 77/0 04 00 59 91 66 50 63 8 令人信服的表明相当多的美国学生在努力提高数学能力。英语学习者 (ELs) 是数学失败概率很高的一个子群，他们现在占美国学生总数的 10%；这些学生中有 70% 在家说西班牙语 (Fry & Passel, 2009)。在过去的 20 年中，EL 一直是美国学校中增长最快的子群体（Francis、Rivera、Lesaux、Kieffer 和 Rivera，2006 年）。鉴于 EL 的大量涌入以及对数学教学的多层次方法的推动，特殊教育工作者现在比以往任何时候都更加，