Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies

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Title Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies
Publication Type dissertation
School or College College of Education
Department Special Education
Author Davenport, Lisa Ann
Date 2012-08
Description This literature review will address issues to consider related to teaching numeracy and mathematics to children with disabilities in inclusive early childhood classrooms. As inclusive settings and instruction in numeracy/mathematics at an early age become more common, it is important to closely examine teaching strategies and make appropriate adaptations for young children with special needs. The purpose of this paper is to examine (a) strategies for embedding opportunities for numeracy/math development across various learning centers in a preschool classroom, and (b) instructional strategies that may be effective when teaching math and/or numeracy skills to children with special needs in inclusive early childhood settings.
Type Text
Publisher University of Utah
Subject Early childhood; Embedded instruction; Instructional strategies; Mathematics; Numeracy; Special education
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Lisa Ann Davenport 2012
Format application/pdf
Format Medium application/pdf
Format Extent 1,408,218 bytes
Identifier etd3/id/1760
Source Original in Marriott Library, Special Collections, LB7.5 2012 .D38
ARK ark:/87278/s6gm8p28
Setname ir_etd
ID 195449
Reference URL https://collections.lib.utah.edu/ark:/87278/s6gm8p28
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