Mathematics Instruction for Students With Disabilities, Grades 7-12 Fennell & National Council of Teachers of Mathematics, (2011, p. 164), quote Freudenthal that 'geometry with respect to children's education plays a role in how children grasp the space in which they operate'. It provides useful and practical knowledge that enables children to not only know and conquer this space, but also conquer and make it better to live in. More importantly, there is enhanced revelation and development of unsuspected strengths, such as drawing and manipulating forms in children with special needs when they learn geometric and special tasks (Fennell & National Council of Teachers of Mathematics, 2011, p. 164). It thus offers alternatives in which learners capitalize on, especially those with language and communication difficulties (Fennell & National Council of Teachers of Mathematics, 2011, p. 178).

With respect to geometry, the pre-k-12 instructional programs enable learners to achieve various tasks.

They should learn the analysis of two- and three-dimensional geometric shapes and the arguments about their relationships.

The learners should use representational systems including coordinate geometry to describe spatial instructions and specify locations.

The learners should do mathematical situations analysis using transformations and symmetry. They can use flips, turns and slides to learn the geometric transformations properties and effects. They can also use tracing, paper folding and mirrors to explore symmetry.

The learners should 'use visualization, spatial reasoning and geometrical modeling to solve problems' (Fennell & National Council of Teachers of Mathematics, 2011, p. 164).

However, teachers teach what is appropriate for the cognitive development of the learners,...

For instance, grade 1 students simply learn to compose and decompose geometric shapes, while grade 7 students learn to decompose three-dimensional objects to understand the respective formulas of how to find the surface areas and volumes.
Teachers of students with special needs should apply specific instructional guidelines to achieve the desired results. For instance, they should utilize the most effective methods to teach geometry, such as the direct instruction and the cognitive strategy instruction approaches (Fennell & National Council of Teachers of Mathematics, 2011, p. 179). Additionally, special needs teachers should utilize instructional materials that benefit the students with special needs.

Chapter 8

With respect to measurements, learners should:

understand the objects' measurable properties as well as the measurements systems, units and processes (Fennell & National Council of Teachers of Mathematics, 2011, p. 197).

determine measurements using the appropriate formulas, tools and techniques (Fennell & National Council of Teachers of Mathematics, 2011, p. 198).

Learning measurement is important in people's daily lives, such as determining the shortest distances for particular purposes. Learners apply measurements across all disciplines, including geography to measure geographical features and history for events (Fennell & National Council of Teachers of Mathematics, 2011, p. 200). Early acquisition and development of measurement knowledge and skills makes children live a better life.

However, students with learning disabilities may find it hard to acquire these knowledge and skills in measurement. Teachers should…