Factors Related to the Numerical Ability of Children with Down Syndrome

Soulis, Spyridon Georgios; Polychronopoulou, Stavroula A.; Charitaki, Garyfalia; Baralis, George H.; Lappas, Dionyssios

doi:10.18848/2327-7939/cgp/v21i01/48429

Cited by 11 publications

(9 citation statements)

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“…In general, Early Academic Attainments are fundamental for every person's cognitive development [24] [25]. Though, emphasis is given to Written Expression, in most cases of their lives, some forms of writing abilities are required, and something is even more important for a student.…”

Section: Discussionmentioning

confidence: 99%

Intervention Program for the Development of Written Expression in a High School Student Diagnosed with Specific Learning Disorder

Lagkada¹

2019

JSS

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This quantitative educational research aims to investigate the difficulties of Written Expression in a High School student with Specific Learning Disorder and propose an Intervention Program for the development of Written Expression. The objective is to examine whether this intervention will improve the student's Written Expression, in order to propose an effective intervention method that can be used in other learners with learning difficulties.

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Section: Discussionmentioning

confidence: 99%

Intervention Program for the Development of Written Expression in a High School Student Diagnosed with Specific Learning Disorder

Lagkada¹

2019

JSS

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“…Difficulty in reading comprehension and more typically features deficiencies in the literal as well as interpretive comprehension of a narrative text. Successful reading, expressive and syntactic abilities of a child with autism spectrum disorders require the functioning of basic cognitive functions such as perception, memory, language, thinking, problem solving, memory [19] and mathematical abilities [20] [21]. Of course, at the level of reading a letter or a word it may not be necessary to contribute to the thinking and problem-solving functions that are necessary in the case of reading sentences, paragraphs or texts.…”

Section: Discussionmentioning

confidence: 99%

Intervention Program for the Development of Written Speech of a Child with Autism Spectrum Disorders by Enhancing Their Expressive and Structural Ability

Sideridou¹

2019

JSS

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The difficulties in writing often come from the difficulty of understanding it first. Children with autism spectrum disorders find it difficult to comprehend the meanings that a text can contain as there are difficulties in the social field. Difficulties are subjected to written language in categories such as vocabulary, abstract concepts, and even how the hero of a story may feel. Children with Autism Spectrum Disorders face difficulties in writing the meanings a text may contain as there are difficulties in the social field. Difficulties are subjected to written language in categories such as vocabulary, abstract concepts, and even how the hero of a story may feel. In summary, this study will highlight good practices in the treatment of children with autism spectrum disorders.

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“…Another factor contributing to the limitations of research is that the overall aim of all interventions is to bring their results into the school context. In particular, it would be advisable for the specific teachers' approaches [23] [24] [25] to be implemented within the school contexts in order to maintain pupil performance and to generalize the results of the CRA intervention.…”

Section: Study Limitations-future Propositionsmentioning

confidence: 99%

Learning Counting Skills through CRA: The Case of Children with Intellectual Disability

Kanellopoulou¹

2020

OALib

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The project below is a research on how to apply the CRA method (Concrete-Representational-Abstract), in math, on a student of toddler age with intellectual disability. Children with intellectual disability have a limited understanding of math senses, resulting in facing a lot of difficulties in various daily tasks. Primary math senses are directly related with obtaining skills during toddler age, such as counting and connecting numbers and quantities. Through this essay we are aiming in researching if there can be an improvement in understanding primary math senses after applying the CRA method (Concrete-Representational-Abstract). More specifically, researchers have focused a lot on creating connections between actual quantities, counting numbers and the use of official math words and symbols. methods and the interferences in Math, which are considered to be effective, in order to help people with disability or/and special educational needs, realize and understand math senses, targeting in deploying their workforce, so that they can participate in many different social activities [2].According to many scientific findings, one of the most effective strategies in interfering Math, is the teaching method of CRA (Concrete-Representational-Abstract), which targets in human development and evolution through the Discovery Learning. According to Bruner, each stage of the Discovery Method, represents also a stage of the human development path, their way of thinking, but also the teaching tools that are being used [3] [4].

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Factors Related to the Numerical Ability of Children with Down Syndrome

Cited by 11 publications

References 0 publications

Intervention Program for the Development of Written Expression in a High School Student Diagnosed with Specific Learning Disorder

Intervention Program for the Development of Written Expression in a High School Student Diagnosed with Specific Learning Disorder

Intervention Program for the Development of Written Speech of a Child with Autism Spectrum Disorders by Enhancing Their Expressive and Structural Ability

Learning Counting Skills through CRA: The Case of Children with Intellectual Disability

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