Faragher, Rhonda (2004) I can do maths too - count me in! Australian Primary Mathematics Classroom, 9 (1). pp. 23-27.

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Abstract

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.

Item ID:	13853
Item Type:	Article (Research - C1)
ISSN:	1326-0286
Keywords:	down syndrome; inclusion; mathematics; primary education; special education; special needs
Related URLs:	http://www.aamt.edu.au/Webshop/Entire-ca...
Date Deposited:	18 Nov 2010 05:58
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 50% 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 25% 13 EDUCATION > 1303 Specialist Studies in Education > 130312 Special Education and Disability @ 25%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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