Developing Money Concepts with a Special Needs Student
DOI:
https://doi.org/10.31686/ijier.vol11.iss12.4181Keywords:
autism, learning disabilities, money conceptsAbstract
The student for the case study was a tenth-grade student at a public high school, grades 9-12, in South Texas. In preparation for creating a successful transition from high school to the workforce, the researcher in consultation with the parent, decided to work with the student on money concepts. The researcher has previously worked with the student since elementary school years (1st to 5th grade), through middle school (6th to 8th grades), onto the current high school years (9th to 12th grades) [1], [2], [3], [4], [5], [6].
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