Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/27910
Full metadata record
DC FieldValueLanguage
dc.contributor.authorNdaji, Francis-
dc.date.accessioned2018-12-05T08:34:25Z-
dc.date.available2018-12-05T08:34:25Z-
dc.date.issued2009-
dc.identifier.isbn978-0-470-51898-4-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/27910-
dc.descriptionit inevitable that children with special educational needs will be less successful in mathematics than their peers? Teachers know that pupils in special education have difficulty in meeting national standards and research evidence supports this view (OToole and O'Toole, 1989). As a consequence of their pupils' low achievement there has been an assumption that mainstream developments in mathematics teaching are not appropriate for special education.en_US
dc.languageenen_US
dc.language.isoenen_US
dc.publisherBrian Robbins-
dc.subjectSpecial Educational Needsen_US
dc.titleThe P scales Assessing the Progress of Children with Special Educational Needsen_US
dc.typeBooken_US
Appears in Collections:Special Needs

Files in This Item:
File Description SizeFormat 
23..pdf2.32 MBAdobe PDFView/Open
Show simple item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.