Student voice, not student echoes: increasing inclusive learning for students experiencing mild to moderate intellectual disabilities

Engaging high school students experiencing a mild to moderate Intellectual Disability (ID) in conversations about their math learning experiences can provide valuable insights for enhancing inclusive classroom teaching and learning. This paper reports on the pilot study of a broader research project that focuses on the voice of high school students experiencing ID in relation to their mathematics education. The study aims to analyse students' experiences and perspectives on how they are taught mathematics based upon direct input from the students themselves.This research is significant because students experiencing ID have not been provided with the same opportunities to contribute to their learning as most other education stakeholders (parents, school leaders, teachers, and other student groups). This discrepancy is exemplified by the exclusion of students with ID from the descriptions of academic success in the NSW Curriculum Review (2020).The current research study addresses an important gap by acknowledging that students with ID have been underrepresented in the collection of student voices recognised in education. The study confirms that students with ID can actively participate in discussions about their learning experiences, offering unique and insightful recommendations for improving how mathematics is taught to them.