Cross-school reciprocal peer tutoring of mathematics and Makaton with children with severe learning difficulty

Kay Shanahan, Keith Topping, Judy Bamford

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    This paper describes a collaborative project designed to promote integration, operated between one class in a special school for children with severe learning difficulties and many children in a mainstream primary school, involving, on both sites, structured cross-school, cross-ability reciprocal peer tutoring in Makaton and mathematics. Evaluation in cognitive, social and affective domains was carried out employing naturalistic observation.
    Original languageEnglish
    Pages (from-to)109-112
    Number of pages4
    JournalBritish Journal of Learning Disabilities
    Issue number3
    Publication statusPublished - Sep 1994


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