In its exploration of key debates related to curriculum, pedagogy, and policy, "Severe, Profound and Multiple Learning Difficulties in School" provokes thinking about how we reach decisions related to vulnerable learners. The book discusses a number of 'dilemma stories' from teachers of learners with Severe, Profound, and Multiple…

Mathematics vocabulary plays a crucial role in students' mathematics learning. However, students, particularly those with learning disabilities (LDs), encounter challenges in understanding and grasping mathematical terms. This challenge becomes more evident as students progress into the elementary and secondary grades, where mathematics vocabulary…

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to…

Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We…

Students with disabilities are choosing to engage in remote schooling. Families of children with disabilities may never set foot in a physical school building. Yet, it is important for families to feel connected to their child's education and the school community. This column discusses strategies based in culturally relevant pedagogy to engage…

Identification of and services for students with learning disabilities share both similarities and differences across cultures, including the term(s) used to label and subsequently provide services for these students. In Arabic, the term "learning disabilities" translates to "learning difficulties." This column provides a brief…

The neurocognitive mechanisms underlying prevalent learning disorders, such as dyslexia, dyscalculia, and their comorbidity, remain unclear and are the subject of ongoing debate. The core-deficit hypothesis has long been the dominant theory explaining these mechanisms across various learning disorders. However, this hypothesis faces criticism for…

This paper presents the ontological design and implementation of the differentiated learning environment in the domain model of an intelligent tutoring system for children with specific learning disabilities. It addresses the learners need for differentiated instruction in a preferential learning environment. The proposed model helps to identify…

This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional…

Evaluating students from culturally and linguistically diverse backgrounds (i.e., emergent bilinguals) presents challenges to evaluation teams, as distinguishing between a language disorder and typical second language development is more complex. The skills and knowledge required to do this task often exceed the level of training that evaluators…

The Conference at the University of Oviedo, Spain, within the 44th Annual Meeting of the International Academy for Research in Learning Disabilities, was an excellent opportunity to share knowledge, explore perspectives and reflect on the study of neurodevelopmental disorders in Europe and elsewhere in the world. The William M. Cruickshank…

This paper outlines the outcomes from three rounds of action learning sets with a charity that supports vulnerable adults and those with learning disabilities in supported living and residential care. The action learning sets focused on safeguarding cases and how they had been managed by 11 leaders at various levels of the charity (the team). The…

Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in upper elementary grades, accurate measurements require the use of mathematical precision and coordination, including skills in fractions and decimals,…

Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning disabilities (LD). However, effective DBI requires that teachers have a range of knowledge and skills across multiple domains. Past research has shown…

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…