Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bree Ann Jimenez, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: 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.

Additional Information

Research and Practice for Persons with Severe Disabilities, 37(4), 308-320
Language: English
Date: 2012
mathematics, severe disabilities, moderate disability, severe disability, access to the general curriculum inclusion

Email this document to