Cultivating Inclusive Math Classrooms:  A Reflective Journey of Teaching Students with Special Needs

Mingxue SUN

doi:10.64663/aet.6

Authors

Mingxue SUN Merlion Academy https://orcid.org/0009-0008-2571-2473

DOI:

https://doi.org/10.64663/aet.6

Keywords:

Differential Teaching, Inclusive Education, Mathematics Instruction, Special Needs, Growth Mindset

Abstract

This reflective article explores the evolving journey of a mathematics teacher committed to fostering inclusive practices for students with special needs. Initially grounded in a standardized teaching model, the author’s experiences with diverse learners, particularly those with dyscalculia, ADHD, and processing disorders, prompted a significant pedagogical shift toward differentiated, student-centered instruction. The paper outlines key strategies adopted over time, including Universal Design for Learning (UDL), explicit instruction, formative assessment, and mindful use of assistive technology. Emphasis is placed on building strong relationships, leveraging student strengths, and promoting a growth mindset to create a safe and empowering classroom environment. Collaborative partnerships with families and specialists, as well as ongoing reflective practice, are highlighted as essential elements in supporting student success. The narrative underscores the importance of patience, creativity, and adaptability in teaching mathematics effectively to all learners. Concluding reflections affirm the educator’s dedication to equity, continuous professional growth, and the belief that every student can thrive when given appropriate support and opportunity.

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