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Direct linkTan, Paulo – Journal of Ethnographic & Qualitative Research, 2017
Calls for equity in education for historically marginalized student groups, including students with disabilities, are continuous and long-standing, as access to high-quality education remains elusive for far too many students. As part of a larger study, I conducted this ethnographic case study involving two first-grade students, one who was…
Descriptors: Mathematics Education, Autism, Pervasive Developmental Disorders, Students with Disabilities
