Abstract

Characteristics of mathematics curricula for moderately/severely retarded and autistic students are described and the development of two curricula, the Perceptual and Numerical Correspondence Curricula, are reviewed. Preliminary field testing results are described, as are differences in learning demonstrated by autistic and retarded Ss. (CL)

Citation

McClennen, S. & Harrington, L. (1982). A Developmentally-Based Functional Mathematics Program for Retarded and Autistic Persons. Journal of Special Education Technology, 5(3), 23-30. Retrieved August 13, 2024 from https://www.learntechlib.org/p/169435/.

Keywords

• autism
• Mathematics Curriculum
• Mathematics Instruction
• Moderate Mental Retardation
• Severe Mental Retardation