Abstract
SUMMARYThis is an account of the cooperation between a teacher training institute and a school for children with severe learning difficulties in a project designed to combine initial training with inservice training. It describes the efforts of class teacher, tutor, and students to evaluate and develop an educational programme to assist the children acquire mathematical concepts. Even though the children varied in their patterns and styles of learning, the team detected certain common learning characteristics which served as guidelines for planning objectives and learning experiences. These characteristics included a slower rate of learning, lack of spontaneous learning, difficulties in transfer of learning, deficiency in short‐term memory, poor spatial discrimination, difficulty in attending and poor language development.
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