Engaging students experiencing mild to moderate Intellectual Disability (ID) in conversations about their learning experiences provides valuable recommendations for improving the teaching and learning of mathematics in inclusive classroom settings. This paper reports on an ongoing research project that investigates the perspectives of high school students with ID regarding their mathematics education. The study aims to analyse students’ experiences and insights regarding how mathematics is taught, based on their direct input. Initial findings reveal engaging discourse from these students and offer valuable insights into inclusive mathematics teaching and learning.

Author: Frances Barr

Published in: World Congress on Special Needs Education (WCSNE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/WCSNE.2023.0006
• ISBN: 978-1-913572-67-9
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK