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Journal of Learning Disabilities
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Characteristic Behaviors of Students with LD Who Have Teacher-Identified Math Weaknesses

Diane Pedrotty Bryant

The University of Texas, Department of Special Education, Austin, TX 78712

Brian R. Bryant

Austin, Texas

Donald D. Hammill

Donald D. Hammill Foundation

Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD.

Journal of Learning Disabilities, Vol. 33, No. 2, 168-177 (2000)
DOI: 10.1177/002221940003300205
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