Mathematics Instruction for Students With Disabilities : A Special Issue of exceptionality

This special issue focuses on mathematics for students with disabilities, particularly on the topic of division.

The articles discuss a number of curricula and instructional practices that have direct and meaningful implications for the classroom.

They also serve as a foundation for the development of research into effective intervention practices.

As a whole this issue provides an opportunity to extract selected features of instruction from the articles found herein and to contrast the effectiveness of two distinct instructional approaches--constructivism and direct/explicit instruction.