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Teaching Early Numeracy to Children with Developmental Disabilities

By: Corinna Grindle, Richard P. Hastings, Robert J. Wright

Product Details

Grade Level: PreK-12
ISBN: 9781526487537
Published By: SAGE Publications Ltd
Series: Math Recovery
Year: 2020
Page Count: 176
Publication date: December 18, 2020

Price: $48

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Description

This practical guide for teaching numeracy to children with a developmental disability is based on core concepts from the landmark Mathematics Recovery® text Teaching Number (aka ‘the green book’) that have been adapted for children with developmental disabilities.

It sets out key principles of teaching and learning underpinning an evidence-based teaching approach and provides clear guidance on how educators can plan and implement a structured teaching program so that every child can be given a positive experience in learning numeracy and achieve significant outcomes, maximizing their potential.

The book is supported by a comprehensive set of online resources for use in the classroom, including 90+ lesson plans carefully tailored to provide sequenced learning experiences for children and school students who may need them most...

Author(s)

Corinna Grindle

Dr Corinna F. Grindle is an associate professor at the Centre for Educational Development Appraisal and Research (CEDAR), University of Warwick, UK. Corinna obtained her undergraduate degree at the University of Warwick, and her PhD at the University of Southampton, in 2004. She has over 25 years’ experience working with children and adults with autism and related developmental disabilities. Corinna has taught university courses for teachers and specialists regarding autism, developmental disabilities, curriculum design and effective instruction. She has been invited to present at national and international conferences regarding educational, behavioural and communicative issues relating to children and young people with developmental disabilities. Corinna’s research interests include early intervention, challenging behaviour, and fostering academic learning for students with moderate and severe developmental disabilities. Her research has been published in several peer-reviewed journals including the Journal of Autism and Developmental Disabilities and Research in Developmental Disabilities.

Richard P. Hastings

Richard P. Hastings is a Professor of Psychology and Education in the Centre for Educational Development Appraisal and Research at the University of Warwick, UK, and Monash Warwick Professor in the Centre for Developmental Psychiatry and Psychology at Monash University, Australia. Richard is an internationally leading researcher focused on children and adults with developmental disabilities (especially intellectual disability and/or autism) and their families, and one of the highest cited special education researchers internationally. His research interests include mental health and well-being in schools, and developing and testing academic interventions for children with special educational needs in both mainstream and special education settings.

Robert J. Wright

Robert Wright earned a Bachelor’s degree in Chemistry from Kutztown University of Pennsylvania in 1966, and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and was employed as a public school counselor, first with high school students and later with middle school students. In 1974 he completed a doctorate (Ph.D.) in Educational Psychology with specializations in child & adolescent development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University. Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association. He is professionally licensed to practice in Pennsylvania. During his career Professor Wright chaired 114 doctoral dissertations, published and presented over 120 articles and paper presentations and has had four books published.

Table of Contents

Chapter 1: Introduction

Chapter 2: Mathematics Recovery

Chapter 3: Adapting Mathematics Recovery

Chapter 4: Motivating students with developmental disabilities to learn

Chapter 5: Discrete-trial teaching

Chapter 6: Using prompts in teaching

Chapter 7: Ensuring learning lasts

Chapter 8: Preparing to teach

Reviews

This very useful book adapts the Maths Recovery Programme to suit the learning needs of students with a developmental disability. It provides an extensive and detailed approach to assessment, learning and teaching that embodies evidence-based best practice.

Charlotte Madine
Chair, Mathematics Recovery Council UK & Ireland

This much needed book is an essential read not only for educators but for educational leaders everywhere. The plea to maintain high aspirations when teaching numeracy to children with developmental disabilities resonates throughout each chapter as the authors skilfully challenge misconceptions and offer practical solutions. This book is a vital tool in maximising the numeracy potential of all children and I wish somebody had given this to me when I became a maths teacher more than 15 years ago.

Professor Adam Boddison
University of Wolverhampton, and Chief Executive of the National Association for Special Educational Needs

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