Open AccessPeculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools
Author(s) -
Branka Jablan,
Jasmina Kovačević,
Milja Vujačić
Publication year - 2010
Publication title -
zbornik instituta za pedagoška istraživanja/zbornik - institut za pedagoška istraživanja
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.114
H-Index - 7
eISSN - 1820-9270
pISSN - 0579-6431
DOI - 10.2298/zipi1001165j
Subject(s) - hearing impaired , mathematics education , context (archaeology) , psychology , inclusion (mineral) , special education , special educational needs , subject (documents) , learning disability , class (philosophy) , process (computing) , intellectual disability , pedagogy , developmental psychology , computer science , medicine , audiology , social psychology , paleontology , library science , biology , artificial intelligence , psychiatry , operating system
The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents