Helen Keller once said, “Although the world is full of suffering, it is also full of overcoming it.” This is the problem that students with special needs face every day as they encounter many challenges. Mathematics is typically one of the most difficult areas for a student with special needs to master. Often one of the main problems associated with the disability has to do with mathematics, as in the case of a child with learning difficulties who will have imperfect skills in many areas, including mathematics. So what hope does a child with special needs have? Are these students unable to learn mathematics and therefore should they be placed in different classes so as not to hinder the progress of main stream students? I would like to respond to these statements with a resounding no; there is not only hope for these children, but a bright future ahead of them. Although students with special needs may struggle with mathematics and other academic aspects, students can be successful in a balanced mathematics curriculum if they are given the right opportunities, such as doing hands-on activities, assigning an appropriate number of problems, making things relevant to them and many other things. more effective strategies. First of all, I think we need to see what is happening in the field of mathematics in the United States today. According to recent test results, US teenagers were average in reading and science, and their scores were below average in math, compared to 64 other countries and economies that participated in the 2012 test (Layton 2013). What is important to note is that these are not just children with special needs, but rather the entire country. So math problems are not limited to special education. I think the United States could try to take… the center of the paper… connect with its students on some level. Although students with special needs may struggle with mathematics and other academic aspects, students can be successful in a balanced mathematics curriculum if they are given the right opportunities, such as doing hands-on activities, assigning an appropriate number of problems, making things relevant to them and many other things. more effective strategies. Sources (APA) Works Cited Jody, M. (2009). The general guide for special education educators. Corwin.Layton, L. (2013, December 2). Instruction. Retrieved January 15, 2014, from The Washington Post: http://www.washingtonpost.com/local/education/us-students-lag-around-average-on-international-science-math-and-reading-test/2013/ 12/02/2e510f26-5b92-11e3-a49b-90a0e156254b_story.htmlSousa, D. (2007). How the special needs brain learns. Thousand Oaks: Corwin.