Learning disabled limited-English proficient (LEP) students' specific needs in learning the language of mathematics have not yet been clearly defined. Based on our knowledge about mathematics and learning disabled students, language comprehension, knowledge of syntax and vocabulary, and understanding of relational terms as they apply to mathematics appear to represent the areas which researchers and teachers must focus on when dealing with LEP students. A diagnostic/prescriptive approach to teaching mathematics with specific emphasis on needed language skills will be presented in this article.
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