Access to Numeracy: A Case Study.

Germain, Ruth

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Peer reviewed

ERIC Number: EJ639184

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0952-3383

EISSN: N/A

Access to Numeracy: A Case Study.

Germain, Ruth

British Journal of Special Education, v28 n4 p182-86 Dec 2001

This case study looks at how a pupil with Down syndrome is supported during dedicated numeracy time in a mainstream primary school. It examines the relationship among whole-class, group, and individual teaching, the nature of the support the student receives, and his educational and behavioral responses. (Contains references.) (Author/CR)

Descriptors: Case Studies, Down Syndrome, Elementary Education, Foreign Countries, Helping Relationship, Inclusive Schools, Individualized Instruction, Mathematics Instruction, Paraprofessional School Personnel, Primary Education, Teacher Student Relationship, Teaching Methods, Visual Stimuli

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (Great Britain)

Grant or Contract Numbers: N/A