文章基本信息

标题：Teaching Early Math Skills to Young Children With Disabilities in Rural Blended Early Childhood Settings
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作者：Sarah Hawkins-Lear ; Jennifer Grisham-Brown
期刊名称：Rural Special Education Quarterly
印刷版ISSN：8756-8705
电子版ISSN：2168-8605
出版年度：2019
卷号：38
期号：1
页码：1-25
DOI：10.1177/8756870518792907
出版社：American Council on Rural Special Education
摘要：Two case studies were utilized to teach math skills while embedding the constant time delay teaching strategy. The study targeted children who were at risk for having mathematic difficulty in school due to disabilities, socioeconomic status, and living in a rural area. Four 3- to 5-year-old children with disabilities who attended rural inclusive preschool programs participated. Results indicated that early math skills were acquired with high levels of accuracy when compared with baseline data. Due to the end of the school year, one of the four children did not participate in maintenance or generalization data sessions. However, of the three children who participated, skills were maintained and/or generalized with 100% accuracy.
关键词：preschool; rural special education; embedded instruction; constant time delay; mathematics