Accessible Teaching of Quadratic and Hyperbolic Functions for Learners with Disabilities and Mathematics Learning Difficulties: An Integrative Review and Inclusive Instructional Framework

Abstract

Quadratic and rectangular-hyperbolic functions are central to secondary mathematics, yet their combined symbolic, graphical, linguistic and multi-step demands can create disproportionate barriers for learners with disabilities and persistent mathematics learning difficulties. This critical integrative review synthesises function-specific studies with evidence from special and inclusive mathematics education. Literature published mainly from 2015 to July 2026 was identified through ERIC, DOAJ, PubMed Central, publisher platforms, official policy sources and backward reference checking. The synthesis shows that difficulty emerges from interactions among fragile prerequisite knowledge, working-memory load, representational discontinuity, mathematical language, anxiety and inaccessible assessment. Promising responses combine explicit and systematic instruction with conceptual explanation, cognitive offloading, connected representations, dynamic graphing, diagnostic error analysis, structured peer explanation and flexible assessment. Evidence specifically involving learners with identified disabilities remains limited for these advanced function topics; consequently, causal claims must remain cautious. The article proposes the ACCESS-QH framework: Assess, Chunk and cue, Connect representations, Enable access, Scaffold strategy and language, and Support self-regulation. The framework translates special-education principles into rigorous classroom planning without reducing the intended mathematical demand.