Demographics
I teach high school in Bryan, Texas, a mid-size city with close ties to Texas A&M University. Over 80% of our students are classified as minority and at least 75% are considered economically disadvantaged. I teach the foundational math courses. These are sometimes classified as resource or self contained in other schools. My students are in 9th-12th grades. The students in the Math Models and Applications course for which this unit is designed are usually in 10th, 11th, or 12th grades.
In order to qualify for Foundational classes, students must be special education students and performing at least two years behind expected grade level. They have not shown success in a general education setting, even with in class support from a special education teacher. These students all have an IEP and are diagnosed with disabilities including, but not limited to, ADHD, autism, dyslexia, intellectual disabilities, emotional disturbance, and specific learning disabilities.
While all students assigned to my classes have significant needs in the area of math, most also have similar needs in other subjects and often greater needs in reading and writing. They may require support and accommodations in areas other than math and these needs must be considered in assignments.
The activities included in this unit are suitable for not only my special needs students, but on level and advanced students as well. There are opportunities for research and explanations and the minimum requirements can be adjusted depending on the students completing the task.
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