INTERVENTION IN PARTICIPATION SUPPORTING STUDENTS WITH LEARNING DISABILITIES IN STANDARDS- BASED MATHEMATICS CLASSROOMS.

Understanding learning disabilities (LD) through neurodiversity, this literature review found that students with LD were supported towards equal participation in standards-based mathematics through teachers trained in Mathematical Knowledge for Teaching and multi-modal curriculum that was responsive to individual student thinking. Rather than focusing solely on intervention in content, research in the mathematical learning of students with LD must address participation gaps with intervention in participation, striving to deepen the participation of students with LD in meaningful mathematics. [ABSTRACT FROM AUTHOR]