Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education

Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, an...

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Bibliographic Details
Published in:Learning disability quarterly 2017-08, Vol.40 (3), p.146-151
Main Authors: Woodward, John, Tzur, Ron
Format: Article
Language:English
Subjects:
At Risk Students
Constructivism (Learning)
Curriculum Design
Disability Identification
Educational Research
Interdisciplinary Approach
Intervention
Learning Disabilities
Mathematics
Mathematics Education
Meta Analysis
Qualitative Research
Research Methodology
Research Reports
Special Education
Special Series Articles
Student Characteristics
Student Needs
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Summary:Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a constructive approach to learning. Two themes bind the four studies reviewed here. The first is what distinguishes students with math difficulties from those that may be considered as having a math disability. The second is the nature of curriculum and how the work described in this special issue departs from structured approaches to interventions that have a long and rich history in special education.
ISSN:0731-9487
2168-376X
DOI:10.1177/0731948717690117