ERIC Number: EJ793877
Record Type: Journal
Publication Date: 2004
I Can Do Maths Too--Count Me in!
Australian Primary Mathematics Classroom, v9 n1 p23-27 2004
Since the early 1980s, it has become increasingly common for children with special needs to be included in regular classrooms. In this article, the author addresses issues surrounding the inclusion of students with special needs into the regular classroom. She discusses potential sources of difficulty with mathematics and suggests strategies to help teachers effectively manage the learning of special needs students in their classes.
Descriptors: Inclusive Schools, Regular and Special Education Relationship, Classroom Techniques, Teaching Methods, Special Needs Students, Mainstreaming, Mathematics Instruction, Down Syndrome
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: firstname.lastname@example.org; Web site: https://primarystandards.aamt.edu.au/Journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A