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Focus on Practice: Access to numeracy: a case study
Author(s) -
Germain Ruth
Publication year - 2001
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8527.t01-1-00222
Subject(s) - mainstream , numeracy , mainstreaming , inclusion (mineral) , class (philosophy) , mathematics education , pedagogy , psychology , special educational needs , focus group , focus (optics) , pupil , teaching method , learning disability , special education , sociology , literacy , developmental psychology , computer science , social psychology , physics , artificial intelligence , neuroscience , anthropology , optics , philosophy , theology
More and more pupils with learning difficulties are being taught in mainstream settings but how inclusive is the teaching they experience? In this illustrative case study, Ruth Germain, a teacher in a mainstream primary school, looks at how Paul, a pupil with Down’s syndrome, is supported during ‘dedicated numeracy time’. She examines the relationships between whole‐class, group and individual teaching; the nature of the support Paul receives; and his educational and behavioural responses. The article closes with a call for further research into the implications for teaching and learning of the inclusion of pupils with learning difficulties in mainstream contexts.