Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities

Bashash, L; Outhred, Lynne; Bochner, Sandra

doi:10.1080/1034912032000120480

Cited by 26 publications

(26 citation statements)

References 31 publications

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“…It was in response to the needs of some families for access to more integrated school options that special classes for students with moderate intellectual disabilities were established in regular primary and, later, secondary schools. As a result, this group of students had access to peers who provided better models for both language and other related social skills, improved opportunities to acquire academic skills and more time, particularly over the secondary school years, to develop these skills (Bashash, 1997). When these students reached school-leaving age, their parents became advocates for further training and education, and for the establishment of work-preparation and supported-employment programs as an alternative to attendance at a sheltered workshop.…”

Section: Discussionmentioning

confidence: 97%

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

Bochner

Outhred

Pieterse

2001

International Journal of Disability, Development and Education

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This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The speci c aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome.

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Section: Discussionmentioning

confidence: 97%

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

Bochner

Outhred

Pieterse

2001

International Journal of Disability, Development and Education

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“…Children with Down syndrome can improve performance when they in learning are receiving feedback (Baroody, 1996), they have support from their parents which contribute to the educational process (Nye et al 2001), or resort to individual inner education forms (Bashash et al 2003).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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

Agheana

Duţă

2015

Procedia - Social and Behavioral Sciences

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The paper addresses the issue of children with Down syndrome and psycho-pedagogical implications in the present. Down syndrome is the most common biological cause of intellectual disability. This intervention study was conducted to explore the effectiveness of using the tablet as a learning tool in teaching mathematics to children with Down syndrome. Also, to explore the extent to which children with Down syndrome are able to learn counting elementary mathematics concepts, such as the addition operation or subtraction. The results showed that there was significant progress in terms of basic mathematical skills acquisition in children who use electronic media than children who used only concrete objects. Research indicate that good teaching, using the children's strengths for visual learning lead us to conclusion that children with Down syndrome are able to learn and, in particular counting, if they are exposed to the appropriate conditions, which match their needs. Children with Down syndrome can improve their mathematical thinking skills through training that combines real activities with objects, math aps for tablet and visual configurations of numbers.

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“…A abordagem de construção ativa, de ensino direto e explícito, está de acordo com os estudos dos processos cognitivos e as estratégias de resolução dos fatos aditivos usados pelas crianças apresentados pelas pesquisas recentes (BASHASH et al, 2003;BUTTERWORTH, 2005;GEARY, 1995;HAMSON, 2000). Essa abordagem ressignifica práticas anteriores, enfatizando a importância de os estudantes interagirem com diferentes recursos e automatizarem o novo conhecimento para avançar em conteúdos mais complexos.…”

Section: Ensino De Fatos Aritméticosunclassified

“…Pesquisas (BAROODY, 1986a(BAROODY, , 1986b(BAROODY, , 1987a(BAROODY, , 1987b(BAROODY, , 1996BASHASH et al, 2003;BUTTERWORTH, 2005;GEARY, 1995;HAMSON, 2000;NYE et al, 2001;STARKEY;GELMAN, 1982;WYNN, 1992), que enfocam as estratégias e os procedimentos utilizados pelas crianças com desenvolvimento típico para realizar cálculos simples e seu progresso para a recuperação imediata dos fatos básicos, descrevem que o avanço se dá a partir de procedimentos de contagem que evoluem para processos apoiados na memória.…”

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Ensino de fatos aritméticos para escolares com deficiência intelectual

Cechin

Costa²,

Dorneles

2013

Rev. bras. educ. espec.

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este estudo identificou os procedimentos de contagem usados por crianças com deficiência intelectual e verificou os efeitos de um programa de intervenção direcionado ao ensino de fatos aritméticos. Participaram três crianças, entre oito e 12 anos, de uma escola da rede municipal de ensino de Porto Alegre, Rio Grande do Sul, que atende fundamentalmente às classes socioeconômicas baixas. A partir da revisão de literatura sobre os processos cognitivos envolvidos na resolução de problemas aditivos e as implicações para o seu ensino, avaliou-se a eficácia de um modelo de intervenção pedagógica como um recurso para o avanço no uso dos procedimentos de contagem. Foi aplicado um programa em 10 encontros, realizados uma vez por semana, com duração de aproximadamente cinquenta minutos cada. A proposta caracterizou-se pelo ensino direto, explícito e sistemático, através de sequências de instrução, partindo dos procedimentos de contagem usados pelos estudantes, que foram avaliados em dois momentos (pré-teste e pós-teste). Verificou-se que houve um avanço nos procedimentos de contagem utilizados pelas crianças após a intervenção, revelando que o programa foi eficaz. Mesmo intervenções de curta duração, como é o caso desta, podem trazer benefícios importantes para as crianças com deficiência intelectual, benefícios estes que serão a base de seus conhecimentos posteriores.

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Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities

Cited by 26 publications

References 31 publications

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

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

Ensino de fatos aritméticos para escolares com deficiência intelectual

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