1st Edition
Very Special Maths Developing Thinking and Maths Skills for Pupils with Severe or Complex Learning Difficulties
All children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children’s mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills.
Chapters explore key concepts including:
- quantity recognition and counting
- sequence and measurement
- comparisons
- space and shape
- time
- monetary value.
Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children’s everyday functioning can be developed. Practical ideas and activities for application in the classroom are further supported by illustrative diagrams, case studies and detailed online reading to deepen teachers’ understanding and confidence when working with pupils.
An essential and inspiring guide for teachers, special educational needs coordinators, teaching assistants, and parents, this text proves that with the appropriate strategies, each child is able to develop the mathematical skills essential to everyday living.
About the author
PART ONE - ABOUT A SPECIAL CURRICULUM
Chapter 1: What this book is about
Chapter 2: About Curriculum attitudes and mindsets
Chapter 3: The place of maths in a very special curriculum
Chapter 4: Sensory Beginnings
Chapter 5: Introducing the Parts of Learning
PART TWO - TOOLS FOR LEARNING
Chapter 6: Introducing the Tools for Learning
Chapter 7: Physical Skills at the beginning of Thinking
Chapter 8: Schema – First Patterns of Thinking
Chapter 9: Introducing the Senses
Chapter 10: About Vision
Chapter 11: Hearing
Chapter 12: Touch and Movement
Chapter 13: Attention
Chapter 14: Perception
PART THREE - PROCESSES OF LEARNING
Chapter 15: Introducing the Processes of Learning
Chapter 16: Learning to Play
Chapter 17: There are Many ways of Playing
PART FOUR - THINKING ABOUT THINKING
Chapter 18: About the Development of Thinking
Chapter 19: Thinking with Objects and Fingers
Chapter 20: Visualisation – using all senses
Chapter 21: Thinking with Graphic Representations
Chapter 22: Using Numerals - A medium to abstract thinking.
Chapter 23: Language and Thinking.
PART FIVE - DEVELOPING MATHEMATICAL IDEAS.
Chapter 24. Introducing Aspects of Mathematical Thinking.
Chapter 25: Some sensory beginnings
Chapter 26: Comprehending Space – Shape – and Measures.
Chapter 27: Learning About Size and Comparisons.
Chapter 28: About Number Sense
Chapter 29: An Exact Number Sense
Chapter 30: An Approximate Number Sense.
Chapter 31: Understanding Comparative Value - Including Exchange and Money.
Chapter 32: Number is Like Space.
Chapter 33: Subitising – Connecting Perception with Number
Chapter 34: Counting
Chapter 35: Calculation and Big Ideas.
Biography
Les Staves has over 45 years of experience working within special education. He is recognised internationally as a freelance writer, consultant, and trainer.
Julie King, National Coordinator Click SpecialEDNZ Trust , New Zealand
There is definitely a real need for this book. University and Teacher’s College courses specialising in special education have been cut significantly over the past decade – there are fewer and fewer teachers with academic and practical expertise in curriculum content development for students with Severe, Complex and Profound and Multiple Learning difficulties. The National Curriculum starts with the assumption that children have a certain amount of knowledge.
Not only does ‘Very Special Maths’ provide essential learning for special needs teachers; it links directly to the National Curriculum. All teachers can see the progression and linkage. The learning to learn principle is very topical in education currently flummoxing many teachers particularly those dealing with students with complex needs – ‘Very Special Maths’ is an essential resource to support the development of this principle with this group of students
Do you recommend that we should publish this book?
I have no reservations – YESLinda Evans - Experienced teacher/adviser/Ofsted inspector. Currently Tutor at Newman University (ITT/ SEN); freelance writer and editor (education). I am currently supporting a trainee who works with students with severe and complex difficulties and have supported others, in different schools, in the last few years.
There is definitely a need for this book. In the special schools I have visited in recent years (and observed many lessons) there is an obvious lack of expertise in the teaching of numeracy and maths-related topics. It is such an important and interesting area but so often, staff are unable to deliver appropriate learning opportunities to pupils with very special needs.
The book is going to be ground breaking – unlike anything else available. I definitely recommend that you publish it.
