I had the same situation with S17. I am in NY and they changed the curriculum to common core the year he entered HS. On top of being dyslexic and dyscalculic, he had to learn a totally different way of math. In any event, although our school offered slower paced approaches to Algebra 2 in the form of a class which met 6 hours a week vs. the usual four (our school is on a block schedule) as well as a one year pre-class which didn’t count for the third credit but was supposed to prepare you for it, we opted to have my son take accounting for his third math credit. At least accounting principles can serve some useful purpose in a non-math person’s real life.
I will say that the HS special ed department was not particularly helpful with regard to math for my son. Due to the common core change, the teachers weren’t familiar with the new math. Most of the effort in training teachers was placed on the elementary schools and the regular math teachers, not the sped teachers. Also, most of the special ed kids with math problems were placed together in 6 hour algebra and geometry classes, while my son insisted on being in the 4 hour versions. There was a push in teacher, but she wasn’t familiar with the new materials (3 years earlier, my next up son had an amazing sped teacher who taught him real algebra). If he had been in 6, he couldn’t have taken honors bio or chem because those had extra hours as well. The resource room teachers were working with kids who had even less math ability than my son. He fell through the cracks and I wound up going with a private tutor, who I used for ACT prep as well. I need to say that I am NOT trashing sped teachers, my D has a masters in the subject and I think they do great work in many situations, but this was one for which they were not properly supported when the curriculum changed.
I have another son who went through AP Calc BC so I do understand about different math abilities.
I think a lot of it depends on what your child wants to do. When S17 entered junior year of HS, he had no clue. Then, he decided on psych and I was thinking about having him do stats senior year for the research components. Midway through junior year, he decided on theater tech, so stats was not necessary. Neither was algebra 2.
Another consideration is what the colleges want. My son’s school says it wants through Algebra 2, but he was accepted into a BFA program without it. The only problem is that he needs one semester of math credit in college. He is planning to take it either over the summer at a local CC since he would only need a C to get credit and it wouldn’t go into his GPA. None of the classes at his school is appropriate as they all presume algebra 2 knowledge. Ironically, he was registered by the school for an honors seminar in math (another positive of dropping math in HS was that his GPA stopped being destroyed and he got into the honors program at his college) and it was an awful job getting him out of it and into a science class instead.
I do echo what someone above said. My son is registered with the disabilities services office at his school and it has been a help. He gets copies of class notes and gets extra time on tests.
For your D, OP, do what feels right for her. There are colleges for everybody. S17 also dropped physics when it became clear that he couldn’t do the math. There is a non math version offered at our HS, which my D took and loved, but S17 opted to take marine science instead, which led to him taking APES senior year and ending up with 3 college credits.