ORCID Profile
0000-0003-0245-9934
Current Organisation
University of Queensland
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Special Education and Disability | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy | Secondary Education
Publisher: Wiley
Date: 06-2019
DOI: 10.1111/JPPI.12305
Publisher: Informa UK Limited
Date: 07-02-2019
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Wiley
Date: 22-11-2021
DOI: 10.1111/JPPI.12369
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Springer International Publishing
Date: 2023
DOI: 10.1007/978-3-031-31193-2_8
Abstract: Teachers of students in general mathematics classrooms accept and welcome the learners they are assigned to teach. The characteristics of students influence the planning teachers undertake, the learning activities they provide, and the learning outcomes achieved by their students as a result. This chapter explores the impact of student characteristics that are beyond the control of teachers, and yet are within their powers through their actions to make a considerable difference to the mathematics learning outcomes of their students. In recent times, two significant developments—the recognition of streaming as harmful and the recognition of inclusive education as beneficial—have changed the nature of general mathematics classrooms. In practice, these developments mean that teachers can expect to teach students across the breadth of human variation. Addressing an area of research focused on units of analysis that are not under the direct control of a teacher, this chapter explicitly relates to learners with intellectual disabilities, learning difficulties and learned difficulties in the context of mathematics education research. Intellectual disability and mathematics learning difficulties are learner qualities while learned difficulties are not these are traits acquired through the course of education, such as mathematics anxiety. Two recent studies of the inclusion in general primary and secondary mathematics classes of students with Down syndrome provide data that is analysed through the lens of the framework of Manizade et al. (2019) and Medley (1987), and expanded in the first chapter of this volume. Type G (in idual student traits) variables and their interaction with particularly Type B (Student mathematics learning activities) and A (Student mathematics learning outcomes) are studied. Through this analysis, it is clear that the mathematical experiences teachers plan for their students are adjusted in complex ways. Where teachers provided year-level adjusted mathematics curriculum, students were able to demonstrate learning outcomes aligned with the school year-level and often many years ahead of their deemed level of mathematics accomplishment. As a way out of low attainment, the possibilities of year-level adjusted curriculum is a critical aspect of mathematics education and an imperative of mathematics education research.
Publisher: Routledge
Date: 09-01-2023
Publisher: Informa UK Limited
Date: 14-02-2019
Publisher: Informa UK Limited
Date: 22-05-2018
Publisher: Wiley
Date: 03-2022
DOI: 10.1111/JPPI.12415
Abstract: COVID‐19 has very publicly had profound impacts on the health system of every country in the world. Over 4.5 million people have lost their lives. School closures worldwide where up to 1.6 billion of the world’s children have been out of school, are also prominent in world news. Behind these public impacts are the families. In this paper, we focus on the experiences of families with people with intellectual and developmental disabilities (IDD) through analysis of two data sets: the emerging research literature and contributions from our author team who have lived experience of intellectual and developmental disability in the context of COVID‐19. From these two data sets, we discern five themes of the impact of the pandemic: on health, on education, on services and supports, on families and finally on relationships beyond the family. We conclude with lessons from those living with intellectual and developmental disabilities, the carers and the in iduals themselves to draw implications for supporting families in the context of disability during future pandemics.
Publisher: Springer Netherlands
Date: 2013
Publisher: Wiley
Date: 06-2016
DOI: 10.1111/JPPI.12159
Publisher: Wiley
Date: 30-12-2017
DOI: 10.1111/JPPI.12213
Publisher: Springer Netherlands
Date: 2010
Publisher: Routledge
Date: 09-01-2023
Publisher: Springer Science and Business Media LLC
Date: 03-12-2020
Publisher: Springer Singapore
Date: 2016
Publisher: Informa UK Limited
Date: 07-02-2019
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Routledge
Date: 09-01-2023
Publisher: Springer Science and Business Media LLC
Date: 09-2010
DOI: 10.1007/BF03217565
Publisher: Routledge
Date: 09-01-2023
Start Date: 01-2022
End Date: 01-2025
Amount: $173,369.00
Funder: Australian Research Council
View Funded Activity