Literaturnachweis - Detailanzeige
| Autor/inn/en | Hawkins-Lear, Sarah; Grisham-Brown, Jennifer |
|---|---|
| Titel | Teaching Early Math Skills to Young Children with Disabilities in Rural Blended Early Childhood Settings |
| Quelle | In: Rural Special Education Quarterly, 38 (2019) 1, S.15-25 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870518792907 |
| Schlagwörter | Mathematics Instruction; Preschool Children; Disabilities; Rural Areas; Rural Schools; Mathematics Skills; At Risk Students; Low Achievement; Teaching Methods; Special Education; Preschool Teachers; Class Activities; Blended Learning; Kentucky Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Erzieher; Erzieherin; Kindergärtnerin |
| Abstract | Two case studies were utilized to teach math skills while embedding the constant time delay teaching strategy. The study targeted children who were at risk for having mathematic difficulty in school due to disabilities, socioeconomic status, and living in a rural area. Four 3- to 5-year-old children with disabilities who attended rural inclusive preschool programs participated. Results indicated that early math skills were acquired with high levels of accuracy when compared with baseline data. Due to the end of the school year, one of the four children did not participate in maintenance or generalization data sessions. However, of the three children who participated, skills were maintained and/or generalized with 100% accuracy. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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