Description
This textbook addresses the underexplored field of mathematics education for students with disabilities specifically Visual Impairment, Intellectual Disability, and Autism Spectrum Disorder. It examines teaching and assessment strategies, including Braille, concrete materials, and high-tech tools for blind and low-vision learners. For students with Intellectual Disabilities, it surveys global practices, emphasizing mathematical literacy for autonomy. The section on Autism Spectrum Disorder explores definitions, learning challenges, and pedagogical strategies, supported by a systematic review. The book also discusses co-occurring disabilities and their impact in inclusive classrooms. Ideal for regular school teachers, teacher trainers, and university students, it offers practical insights, didactic activities, and case studies for both in-person and distance learning.
Importance of Learning Mathematics in 21st Century Society.- Overview of Mathematics Education for Students with Visual Impairments.-Teaching and assessment activities in mathematics for people with visual impairment.- Mathematics Teaching for Students with Intellectual Developmental Disorder(Intellectual Disability).- Teaching and assessing mathematics activities for children with Intellectual Developmental Disorder.- Perspective on teaching mathematics to student with Autism Spectrum Disorder.- Mathematics teaching and assessment for children with Autism Spectrum Disorder.- Teaching Mathematics to People with Multiple Disabilities.- Materials for Inclusive Mathematics.
Ailton Barcelos da Costa is a Brazilian researcher diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Giftedness. He holds a bachelor s degree in mathematics, a master s degree, and a PhD in Special Education, all from the Federal University of São Carlos (UFSCar). He was a scholarship holder in Special Education from the National Postdoctoral Program of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Junior Postdoctoral Program of the National Council for Scientific and Technological Development (CNPq). He acts as a reviewer for more than 20 international journals, including the Revista Brasileira de Educação Especial [Brazilian Journal of Special Education], the International Journal of Inclusive Education, the Journal of Autism & Developmental Disorders, and Advances in Autism, among others.
Alessandra D. Messali Picharillo is a Brazilian researcher, married, and a mother of four children. She holds a Bachelor's, Master's, and Doctorate in Special Education from the Federal University of São Carlos, Brazil. Currently, she is developing her postdoctoral project linked to the Department of Psychology at the Federal University of São Carlos. She works as a reviewer in journals in the area of education, such as the Brazilian Journal of Behavior Analysis and the Scientific Journal Colloquium Humanarum.
Nassim Chamel Elias is a Brazilian professor and researcher who holds a bachelor's and a master's degree in Computer Science and a PhD in Special Education, all from the Federal University of São Carlos (UFSCar), Brazil. He was a FAPESP (The São Paulo Research Foundation) postdoctoral fellow in Behavior Analysis from 2008 to 2011 and a CAPES (Coordination for the Improvement of Higher Education Personnel) postdoctoral fellow in Behavior Analysis from 2011 to 2013. He is currently a professor at the Department of Psychology at UFSCar, teaching undergraduate courses in Special Education and Psychology, and serving as a professor and advisor for master's and doctoral degrees in the Post-Graduation Programs in Special Education (PPGEEs) and Psychology (PPGPsi) at UFSCar.
