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ERIC Number: EJ1001048
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1540-7969
Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities
Browder, Diane M.; Jimenez, Bree A.; Spooner, Fred; Saunders, Alicia; Hudson, Melissa; Bethune, Keri S.
Research and Practice for Persons with Severe Disabilities, v37 n4 p308-320 2012
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.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://tash.org/about/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080014