This chapter provides the guidance to the particular needs of pupils with learning difficulties. The word ‘access’ is used to refer to a cognitive preparedness for work related to the first Key Stage of the Mathematics National Curriculum rather than to facilities to overcome physical or sensory disabilities. The progression within the National Curriculum is towards higher Mathematics. It is important that the group understands that this activity requires them to consider the whole curriculum—language development, home economics, PE, swimming, technology, social skills, day and residential visits—and not limit their thoughts to Mathematics. The National Curriculum Council (NCC) non-statutory guidance for Mathematics concentrates on progression and continuity. The steps of learning Mathematics need to be broken down and all staff must appreciate that mathematical knowledge is called upon in other areas of the curriculum.
Robbins, B. (2018). Mathematics for all. In The Curriculum Challenge: Access to the National Curriculum for Pupils with Learning Difficulties (pp. 141–158). Taylor and Francis. https://doi.org/10.4324/9780429454738-9