ArticleJournal of Intelligence2026
Enhancing Mathematics Learning for Students with Intellectual and Developmental Disabilities in China: A Qualitative Study of Instructional Support.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study.Annals of African medicine · 2026Article
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Authors and funding
2 authors.
Funding
Abstract
This study explored how mathematics teachers in Chinese special schools provide instructional support to primary-aged students with intellectual and developmental disabilities (IDD). The types, characteristics, and classroom implementation processes of such support were identified to address a gap in the literature regarding subject-specific instructional practices in special education settings. A qualitative research design using interpretative phenomenological analysis (IPA) was employed. Five mathematics teachers from special schools in Shanghai participated in the study. Data were collected through 15 video-recorded classroom observations and five semi-structured interviews. Thematic analysis was conducted to identify key patterns of instructional support. The analysis revealed five core domains of instructional support for students with IDD: (1) comprehension facilitation through simplified explanations, real-life connections, and visual scaffolding; (2) responding to tasks involving prompts, modeling, and hand-over-hand support; (3) maintaining attention using individual and collective cues; (4) sustaining motivation through praise, encouragement, and second-chance opportunities; and (5) regulating behavior such as verbal restraint, physical proximity, and attention redirection. The findings contribute to a deeper understanding of effective instructional support tailored to students with IDD.
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