Citations (20)
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Frances Barr, Tony Yeigh & Christos Markopoulos. (2023) Student voice, not student echoes: increasing inclusive learning for students experiencing mild to moderate intellectual disabilities. International Journal of Inclusive Education 0:0, pages 1-21.
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Triin Kivirähk & Evelyn Kiive. (2022) Cognitive factors and educational placement affecting mathematical attainment in middle school students with mild intellectual disability. International Journal of Developmental Disabilities 0:0, pages 1-14.
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Nina Klang, Kerstin Göransson, Gunilla Lindqvist, Claes Nilholm, Susanne Hansson & Karin Bengtsson. (2020) Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings. International Journal of Disability, Development and Education 67:2, pages 151-166.
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Alexis Padilla & Paulo Tan. (2019) Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum. International Journal of Qualitative Studies in Education 32:3, pages 299-322.
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Rachel Lambert, Paulo Tan, Jessica Hunt & Amber G. Candela. (2018) Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice. Investigations in Mathematics Learning 10:3, pages 129-132.
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Jonny Wåger & Anette Bagger. Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review. European Journal of Special Needs Education 0:0, pages 1-16.
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Articles from other publishers (14)
Cathery Yeh. (2023)
DisCrit
noticing: Theorizing at the intersections of race and ability in mathematics education
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Paulo Tan, Alexis Padilla & Rachel Lambert. (2022) A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes. Review of Educational Research 92:6, pages 871-910.
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Jessica H. Hunt, Kristi Martin, Blain Patterson & Andy Khounmeuang. (2021) Special educators’ knowledge of student mathematical thinking. Journal of Mathematics Teacher Education 25:5, pages 581-598.
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Jonee Wilson & Jessica H. Hunt. (2022) Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities. The Journal of Mathematical Behavior 67, pages 100982.
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David Blazar & Casey Archer. (2020) Teaching to Support Students With Diverse Academic Needs. Educational Researcher 49:5, pages 297-311.
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Cathery Yeh, Mark Ellis & Dina Mahmood. (2020) From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities. The Journal of Mathematical Behavior 58, pages 100758.
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Nur Choiro Siregar, Roslinda Rosli, Siti Mistima Maat, Aliza Alias, Hasnah Toran, Kannamah Mottan & Siti Muhibah Nor. (2020) The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review. European Journal of Educational Research volume-9-2020:volume-9-issue-2-april-2020, pages 729-741.
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Danielle Tracey, Alexandre J. S. Morin, Reinhard Pekrun, A. Katrin Arens, Kou Murayama, Stephanie Lichtenfeld, Anne C. Frenzel, Thomas Goetz & Christophe Maïano. (2020) Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades. American Journal on Intellectual and Developmental Disabilities 125:2, pages 125-147.
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Esin ACAR, Ayşe Nur ALKOÇ SAYAN & Nesrin ÖZSOY. (2019) AĞIR ZİHİNSEL ENGELLİ BİR ÖĞRENCİYE SAAT KAVRAMINI NASIL ÖĞRETEBİLİRİZ?How Can We Teach the Hour Concept to a Student Who has Mentally Disabled?. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 22:42, pages 59-84.
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Paulo Tan, Rachel Lambert, Alexis Padilla & Rob Wieman. (2019) A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior 54, pages 100672.
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Claire W. Greer & Karen A. Erickson. (2019) Teaching Students With Significant Cognitive Disabilities to Count: Routine for Achieving Early Counting. TEACHING Exceptional Children 51:5, pages 382-389.
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