Mathematical Accommodations for Students with Autism Spectrum and Attention Deficit Hyperactivity Disorders: International Comparisons of Education Disparities
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| Nhiều tác giả: | , |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2025 |
| Miêu tả: | This international comparative study examines arithmetic instruction accommodations for students with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and co-morbidities. In ten countries, the research discovers differences in policy support, teacher training, and access to materials. Implications are that although high-resource nations have organized inclusive practices supported by professional development, lower-resource countries utilize unstructured, incoherent practices. Most notably, student accommodations for ASD and ADHD co-occurring are non-existent, which reflects an imperative lacking space in inclusive pedagogy. There are contributions to the effectiveness of arithmetic pedagogy from cultural, institutional, and socio-economic contexts. This study emphasizes the requirement for targeted, scalable, and culture-sensitive interventions that include math education as a social justice and equity imperative. |
| Quốc gia: | Portal de Revistas UNA |
| Tổ chức giáo dục: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Ngôn ngữ: | Inglés Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21554 |
| Truy cập trực tuyến: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21554 |
| Từ khóa: | arithmetic adaptations inclusive education international comparison neurodivergent learners |