Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities

Autor/inn/en	Browder, Diane M.; Jimenez, Bree A.; Spooner, Fred; Saunders, Alicia; Hudson, Melissa; Bethune, Keri S.
Titel	Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 37 (2012) 4, S.308-320 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Mathematics Achievement; Numeracy; Developmental Disabilities; Elementary School Students; Mathematics Instruction; Severe Disabilities; Mathematics Skills; Teaching Methods; Special Education; Inclusion; Mainstreaming + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Entwicklungsstörung; Mathematics lessons; Mathematikunterricht; Severe disability; Schwerbehinderung; Mathematics ability; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion
Abstract	Competence in early numeracy skills highly correlate with success in mathematics in later years; however, many students, including students with moderate and severe disabilities, lack a sound foundation in early numeracy skills. For this population, the gaps in skills widen as students progress through academic years, making it more difficult for students to access the general curriculum, and consequently, students exit school without the skills needed for the 21st century. This article provides a conceptual model for teaching early numeracy skills to elementary students with moderate and severe developmental disabilities, as well as pilot research in both special and general education settings. Limitations and suggestions for future research are included. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://tash.org/about/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10