Educator: Reform math is not a good fit for students with autism
A trend toward adopting less structured math curricula to teach students of all abilities is the opposite of what students who have autism need to succeed, argues University of Pennsylvania education lecturer Katharine Beals in this opinion article. Reform math diminishes prospects for success among students with autism, who have been shown to have a tendency to perform well in math with a more structured, traditional curriculum, Beals writes.
Philadelphia Inquirer, The
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This story published in CEC SmartBrief on 11/16/2009
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