Students with ‘Special Rights’ for Mathematics Education

Abstract

The chapter draws attention to the need for equitable access to quality mathematics education for students with 'special rights'. These special rights stem from the fact that students who are visually or hearing impaired, or who have Down syndrome or other intellectual or physical impairments, historically have not had access to high-quality mathematics education. Included in this group with special rights are students who underperform in mathematics due to explicit or implicit exclusion from quality mathematics learning and teaching environments. It is argued that it is important for the international mathematics education community to advocate strongly for students with 'special rights' in entreating communities and governments to provide the resources for equitable access to quality education so that all children may thrive mathematically. During an era in which boundaries are being continuously broken and citizens are surprised constantly by what is humanly possible given faith, motivation and opportunity, it is more important than ever for all students to reach their mathematical potential, and achieve the level of mathematical literacy required to participate fully in an ever-increasingly complex global society. This is just as true for those with special rights for mathematics education. © Springer Science+Business Media B.V. 2011.