The P scales Assessing the Progress of Children  with Special Educational Needs

Ndaji, Francis

dc.contributor.author	Ndaji, Francis
dc.date.accessioned	2018-12-05T08:34:25Z
dc.date.accessioned	2023-07-21T14:53:31Z
dc.date.available	2018-12-05T08:34:25Z
dc.date.available	2023-07-21T14:53:31Z
dc.date.issued	2009
dc.identifier.isbn	978-0-470-51898-4
dc.identifier.uri	http://10.215.13.25/handle/123456789/27910
dc.description	it 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.language	en	en_US
dc.language.iso	en	en_US
dc.publisher	Brian Robbins
dc.subject	Special Educational Needs	en_US
dc.title	The P scales Assessing the Progress of Children with Special Educational Needs	en_US
dc.type	Book	en_US