Achievements of Numeracy Abilities to Children with Down Syndrome: Psycho-Pedagogical Implications

Agheana, Viorel; Duţă, Nicoleta

doi:10.1016/j.sbspro.2015.04.068

Cited by 10 publications

(7 citation statements)

References 12 publications

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“…They also learn by observing the activities of others (Reed, Staytom, Stott, & Truzoli, 2011) and when they are rewarded for their actions (Kogan et al, 2009). Finally, the use of multimedia helps children with DS to develop cognitive processes that facilitate symbolic thinking (Agheana & Duță, 2015).…”

Section: Down Syndrome and Learningmentioning

confidence: 99%

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Λάππα

Mantzikos

2021

International Journal of Pedagogy and Teacher Education

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<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>

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Section: Down Syndrome and Learningmentioning

confidence: 99%

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Λάππα

Mantzikos

2021

International Journal of Pedagogy and Teacher Education

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“…From the perspective of quality of life, literacy, the ability of reading and writing as well as numeracy, the concept of the number are important in day to day life and facilitate the vocational opportunities as well as chances of independent living in individuals with DS. 79,80 There is a spectrum of attainment of literacy skills in children with DS. When compared with mental age-matched children, the language was a stronger predictor of reading ability in contrast to cognition in the group with DS.…”

Section: Academicsmentioning

confidence: 99%

“…However, there are challenges in verbal processing skills that lead to deficits in word attack skills. 79 Individuals with DS can attain simple skills in numeracy but a study suggested that unlike reading this cannot be retained into adolescence and adulthood. 81 Research has also shown that children with DS can improve on these skills if appropriate strategies are used that employ their stronger visual learning skills.…”

Section: Academicsmentioning

confidence: 99%

Neurocognitive abilities in individuals with Down syndrome-a narrative review

Jafri

Harman

2020

Turk J Pediatr

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Down syndrome (DS), or trisomy 21, is the most common genetic syndrome associated with intellectual disability. Despite the variability in expression, there is a distinct developmental phenotype characterized by deficits in learning/memory, executive functions, and language skills accompanying the psychomotor delay. The severity of intellectual impairment has the dominant effect on functioning, other influences such as parental and societal attitudes, supports available and social opportunities also play a role in the attainment of skills.

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“…Children with Down Syndrome do not pay attention when there is a teaching and learning process in the classroom, are not ready to learn, do not understand what is learned and are less mature. Their thinking does not commensurate with their age and they cannot remember what is being taught and learned (Agheana& Duţă, 2015;Trezise, Gray, Taffe, & Sheppard, 2014;Wan Fatimah Wan Ahmad, Hidayatun Nafisah Isa Muddin, & Afza Shafie, 2014).…”

Section: Down Syndromementioning

confidence: 99%

Intervention for Children with Specific Learning Disabilities (SpLD) in Mathematics Disorders: A Framework

Suhaimin

Mohamed

2017

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For children with learning disabilities, the opportunity to achieve self-determination may help to enhance their own personal satisfaction. To accomplish personal satisfaction and independence, children with learning disabilities need comprehend the learning principal ability framework. Since the calculation is utilized as a part of ordinary living, understanding the essential estimation aptitudes restricted children with learning disabilities can help achieve their personal satisfaction. For children with learning disabilities, learning basic counting skills are important not only for their academic careers but also for their daily life. This study is to investigate the effectiveness of the intervention program on the children’s basic calculation and the type of category disability. The intervention will test teaching with technology and interactive directed teaching. The category of disability in this study is divided into four types: Attention Deficit Hypertension Disorder (ADHD), Autism, Dyslexia and Down Syndrome. A theoretical framework for intervention for children with learning disabilities is proposed from the outcome of this study. By comparing which intervention is suitable for each type category disability, will help teachers choose the right instruction in learning process and also may help children acquire the essential skills they in the future.

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Achievements of Numeracy Abilities to Children with Down Syndrome: Psycho-Pedagogical Implications

Cited by 10 publications

References 12 publications

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Neurocognitive abilities in individuals with Down syndrome-a narrative review

Intervention for Children with Specific Learning Disabilities (SpLD) in Mathematics Disorders: A Framework

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