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Teaching early numeracy to students with autism using a school staff delivery model
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Apanasionok, Magdalena Marta, Alallawi, Barah, Grindle, Corinna F., Hastings, Richard P., Watkins, Richard C., Nicholls, Gemma, Maguire, Leanne and Staunton, Darragh (2021) Teaching early numeracy to students with autism using a school staff delivery model. British Journal of Special Education, 48 (1). pp. 90-111. doi:10.1111/1467-8578.12346 ISSN 1467-8578.
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WRAP-Teaching-early-numeracy-students-autism-school-staff-delivery-model-21.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (232Kb) | Preview |
Official URL: https://doi.org/10.1111/1467-8578.12346
Abstract
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.
| Item Type: | Journal Article | |||||||||
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| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QA Mathematics |
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | |||||||||
| Library of Congress Subject Headings (LCSH): | Mathematics -- Study and teaching (Primary), Numeracy -- Study and teaching (Elementary), Children with disabilities -- Education, Special education -- Great Britain, Autism in children | |||||||||
| Journal or Publication Title: | British Journal of Special Education | |||||||||
| Publisher: | Wiley-Blackwell Publishing Ltd. | |||||||||
| ISSN: | 1467-8578 | |||||||||
| Official Date: | March 2021 | |||||||||
| Dates: |
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| Volume: | 48 | |||||||||
| Number: | 1 | |||||||||
| Page Range: | pp. 90-111 | |||||||||
| DOI: | 10.1111/1467-8578.12346 | |||||||||
| Status: | Peer Reviewed | |||||||||
| Publication Status: | Published | |||||||||
| Access rights to Published version: | Open Access (Creative Commons) | |||||||||
| Date of first compliant deposit: | 8 December 2022 | |||||||||
| Date of first compliant Open Access: | 8 December 2022 | |||||||||
| RIOXX Funder/Project Grant: |
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| Is Part Of: | 1 |
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