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• W2803912912 abstract "This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to frame disability as diversity rather than deficit, I assert that students with Learning Disabilities can learn mathematics to the highest levels, and that these limiting mythologies hold them back." @default.
• W2803912912 created "2018-06-01" @default.
• W2803912912 creator A5046863718 @default.
• W2803912912 date "2018-05-17" @default.
• W2803912912 modified "2023-09-29" @default.
• W2803912912 title "“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics" @default.
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• W2803912912 doi "https://doi.org/10.3390/educsci8020072" @default.
• W2803912912 hasPublicationYear "2018" @default.
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