Teaching Students With Significant Cognitive Disabilities to Count: Routine for Achieving Early Counting

被引：0

作者：

Greer, Claire W. ^{[1
]}

Erickson, Karen A. ^{[2
]}

机构：

[1] Univ North Carolina Chapel Hill, Ctr Literacy & Disabil Studies, 321 S Columbia St,Suite 1100, Chapel Hill, NC 27599 USA

[2] Univ North Carolina Chapel Hill, Ctr Literacy & Disabil Studies, Div Speech & Hearing Sci, Chapel Hill, NC 27599 USA

来源：

TEACHING EXCEPTIONAL CHILDREN | 2019年 / 51卷 / 05期

关键词：

DISTRIBUTED PRACTICE; MATHEMATICS; INSTRUCTION; KNOWLEDGE;

D O I：

10.1177/0040059919836451

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

[No abstract available]

引用

页码：382 / 389

页数：8

共 18 条

[1] The Path to Academic Access for Students With Significant Cognitive Disabilities
Timberlake, Maria T.
JOURNAL OF SPECIAL EDUCATION, 2016, 49 (04) : 199 - 208
[2] Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
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Towles-Reeves, Elizabeth A.
REVIEW OF EDUCATIONAL RESEARCH, 2009, 79 (01) : 301 - 326
[3] Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones
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Brown, E. Todd
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[4] Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones
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[5] Review of studies with students with significant cognitive disabilities which link to science standards
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Spooner, Fred
Browder, Diane M.
RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, 2007, 32 (01) : 43 - 49
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[7] Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?
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[8] Functional Literacy for Students With Visual Impairments and Significant Cognitive Disabilities: The Perspective of Teachers of Students With Visual Impairments
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[9] The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count
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Malone, Stephanie A.
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Witteveen, Kate
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JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2016, 152 : 327 - 334
[10] Identifying the Cognitive and Metacognitive Strategies Used by Students with Learning Disabilities and Low- and Average-Achieving Students During Mathematical Problem Solving
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Ozmen, Emine Ruya
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, 2021, 22 (03) : 639 - 676

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