Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature

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dc.contributor.authorMaccini, Paula
dc.contributor.authorGagnon, Joseph Calvin
dc.date.accessioned2005-11-23T13:45:07Z
dc.date.available2005-11-23T13:45:07Z
dc.date.issued2000
dc.description.abstractThe article addresses the results of open-ended responses from special and general education teachers regarding their perceptions of teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. The results are discussed relative to a comprehensive review of the literature for teaching secondary students with LD and/or EBD.
dc.format.extent11252413 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationMaccini & Gagnon (2000)
dc.identifier.urihttps://hdl.handle.net/1920/278
dc.language.iso
dc.publisherFocus on Exceptional Childrenen
dc.subjectMath instruction
dc.subjectLearning disabilities
dc.subjectEmotional disturbance
dc.subjectSecondary education
dc.titleBest practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature
dc.typeArticle

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