# Enhancing Mathematics Learning for Students with Intellectual and Developmental Disabilities in China: A Qualitative Study of Instructional Support

## TL;DR

This study explores how Chinese special education teachers support primary students with disabilities in learning math through tailored classroom strategies.

## Contribution

The study identifies five core domains of instructional support for students with intellectual and developmental disabilities in mathematics education.

## Key findings

- Instructional support includes comprehension facilitation through simplified explanations and visual scaffolding.
- Teachers use attention cues, motivation techniques, and behavior regulation to support learning.
- Findings highlight the importance of individualized and adaptive teaching methods for students with IDD.

## 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.