Teacher Identified Professional Learning Needs to Effectively Include a Child With Down Syndrome in Primary Mathematics
By: Faragher, Rhonda.
Contributor(s): Clarke, Barbara.
Series: Journal of Policy and Practice in Intellectual Disabilities 13 (2) June 2016: 132-141. 2016Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): DOWN SYNDROME
| PRIMARY SCHOOLS | MATHEMATICS | EFFECTIVE TEACHING | TEACHER TRAINING | INCLUSIVE EDUCATION | AUSTRALIA | PROFESSIONAL LEARNING NEEDSOnline resources: Read this Article Summary: The practices of effective primary school teachers including students with Down syndrome in their mathematics classes are largely unexplored and many teachers feel unprepared to teach students with an intellectual disability. The authors sought to find out what these specific professional learning (PL) needs were and if they changed over time.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Article available on request | W008006 |
This article is a revision and extension of a conference paper published in the proceedings: Clarke, B., & Faragher, R. (2015). Inclusive practices in the teaching of mathematics: Supporting the work of effective primary teachers. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins. Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 173-180). Sunshine Coast, Qld, Australia: MERGA.
The practices of effective primary school teachers including students with Down syndrome in their mathematics classes are largely unexplored and many teachers feel unprepared to teach students with an intellectual disability. The authors sought to find out what these specific professional learning (PL) needs were and if they changed over time.
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