ABSTRACT
This chapter addresses some of the challenges for teachers such as Joseph Lopez planning core mathematics instruction for diverse groups of students. Teachers providing mathematics instruction for diverse student groups should first design instruction that will be accessible for all students. Universal design elements benefit more students and are less obvious and time-consuming than individually designed adaptations. The chapter includes universal design for learning, differentiated instruction, instructional accommodations, textbook suitability, and teacher collaboration models. Most textbook selection criteria address the support of diverse students' learning. Instruction for students who struggle in mathematics takes place primarily in general-education classrooms by mathematics teachers with support and collaboration from other professionals, such as special education teachers and mathematics-support specialists. Parents, like their children, will differ considerably in their abilities and interests for partnering with teachers to support their children's education, but it is incumbent on teachers to facilitate the partnership.
