Basic mathematics skills are essential to the performance of many functional activities. The characteristics of a curriculum to teach these skills to moderately and severely retarded and autistic persons are described. The authors explain the relevant differences between retarded and non-retarded persons of the same cognitive level, describe the program and how it was developed from interactions with 72 moderately and severely retarded and autistic students, describe the studies of validation of effectiveness of the program, and discuss the particular problems of teaching these skills to students who have autism.
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