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ERIC Number: ED545791
Record Type: Non-Journal
Publication Date: 2012
Pages: 102
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-8836-7
ISSN: N/A
Numeracy in Inclusive Early Childhood Classrooms: Embedding Learning Opportunities and Using Effective Instructional Strategies
Davenport, Lisa Ann
ProQuest LLC, Ph.D. Dissertation, The University of Utah
This literature review will address issues to consider related to teaching numeracy and mathematics to children with disabilities in inclusive early childhood classrooms. As inclusive settings and instruction in numeracy/mathematics at an early age become more common, it is important to closely examine teaching strategies and make appropriate adaptations for young children with special needs. The purpose of this paper is to examine (a) strategies for embedding opportunities for numeracy/math development across various learning centers in a preschool classroom, and (b) instructional strategies that may be effective when teaching math and/or numeracy skills to children with special needs in inclusive early childhood settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A