Math Assessment: Neurodiversity in Spain and the United States
DOI:
https://doi.org/10.37387/ipc.v14i1.432Keywords:
neurodiversity, mathematics testing, inclusive instruction, educational policyAbstract
This cross-national comparison analyzes the mathematics assessment policies with neurodiverse students in Spain and the United States from policy, teacher disposition, instructional, and student experience perspectives. The study applies a mixed-methods research design consisting of policy analysis, teacher questionnaire, interviews, and classroom observation. Findings show the two countries embrace inclusive education but that the United States embraces more codified legal mandates (e.g., IDEA, ESSA) and normative accommodations, such as extra time and assistive technology. Spanish mandates are less codified and decentralized and therefore result in spasmodic application. U.S. teachers exhibit higher exposure rates to neurodiversity and higher use of accommodations, while Spanish teachers report fewer training levels and material available. Students on both sides of the Atlantic welcome adaptations but dread inconsistency and stigma. Institutional and cultural factors predominate assessment practice: conformance and individual rights are valued in the U.S., while Spain employs a collectivist stance with regional differences. Math assessment requires context-responsive reforms, robust policy support, professional development, and student-centering strategies, the study concludes.
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