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Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.

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The presence of students identified as English Language Learners (ELL) and Special Education Students (SES) in mainstream settings is growing. However, representation of these populations within language testing research remains unknown. This is important because language testing scores are increasingly used to evaluate student learning, teacher quality, and school quality. This meta-synthesis examined the representation of these two exceptional populations within the mainstream language testing literature published in two language testing journals. This meta-synthesis utilized inductive analysis and descriptive statistics. Findings indicated highly skewed representations of ELL and SES within the research corpus of the reviewed journals. Further analysis of participant demographics, research settings, test formats and test modalities are reported and discussed. Results highlight critical needs for the fields of exceptional education regarding the language testing of ELL and SES populations. The paper closes with suggestions regarding such needed research.

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