{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:33:42Z","timestamp":1789605222230,"version":"build-2803163510"},"reference-count":68,"publisher":"MDPI AG","issue":"2","license":[{"start":{"date-parts":[[2026,1,28]],"date-time":"2026-01-28T00:00:00Z","timestamp":1769558400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100004106","name":"East China Normal University","doi-asserted-by":"publisher","award":["2025ECNU-AI012"],"award-info":[{"award-number":["2025ECNU-AI012"]}],"id":[{"id":"10.13039\/501100004106","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J. Intell."],"abstract":"<jats:p>This study explored how mathematics teachers in Chinese special schools provide instructional support to primary-aged students with intellectual and developmental disabilities (IDD). The types, characteristics, and classroom implementation processes of such support were identified to address a gap in the literature regarding subject-specific instructional practices in special education settings. A qualitative research design using interpretative phenomenological analysis (IPA) was employed. Five mathematics teachers from special schools in Shanghai participated in the study. Data were collected through 15 video-recorded classroom observations and five semi-structured interviews. Thematic analysis was conducted to identify key patterns of instructional support. The analysis revealed five core domains of instructional support for students with IDD: (1) comprehension facilitation through simplified explanations, real-life connections, and visual scaffolding; (2) responding to tasks involving prompts, modeling, and hand-over-hand support; (3) maintaining attention using individual and collective cues; (4) sustaining motivation through praise, encouragement, and second-chance opportunities; and (5) regulating behavior such as verbal restraint, physical proximity, and attention redirection. The findings contribute to a deeper understanding of effective instructional support tailored to students with IDD.<\/jats:p>","DOI":"10.3390\/jintelligence14020018","type":"journal-article","created":{"date-parts":[[2026,1,28]],"date-time":"2026-01-28T15:04:46Z","timestamp":1769612686000},"page":"18","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Enhancing Mathematics Learning for Students with Intellectual and Developmental Disabilities in China: A Qualitative Study of Instructional Support"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6652-5094","authenticated-orcid":false,"given":"Tingrui","family":"Yan","sequence":"first","affiliation":[{"name":"Special Education Department, Faculty of Education, East China Normal University, Zhongshan North Street, No.3663, Shanghai 200062, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yaoqiong","family":"Jin","sequence":"additional","affiliation":[{"name":"Special Education Department, Faculty of Education, East China Normal University, Zhongshan North Street, No.3663, Shanghai 200062, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,1,28]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Alduais, A., and Deng, M. 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