Numeracy and Money Management Skills in Young Adults with Down Syndrome

Comparison of Features of Social Problem-Solving Scripts across Three Groups: Educable Intellectually Disabled, Socially Poorly Adapted, and Socially Well-Adapted Students

“…The findings indicate that both educable intellectually disabled students and socially poorly adapted students may need more opportunities to experience guided social interactions related to all three macro-features both within their families and schools, including emotions, self-regulation strategies, and goals. Regarding educable intellectually disabled students, this implication is in accordance with recent findings (Bochner, Outhred, Pieterse, & Bashash, 2002;Bashash, Outhred, & Bochner, 2003) indicating that students can also benefit from teaching programs and procedures that are used for children of normal intelligence. However, a longer period of time needs to be provided for the implementation of appropriate teaching programs for such students, whose development is delayed as a result of conditions associated with being intellectually disabled.…”

Teaching numeracy

“…There has been very little published information on the numeracy abilities and achievements of individuals with Down syndrome, but the papers that have been published indicate that most teenagers and adults do not reach this level of basic competency [2][3][4] . In a survey of the skills of 46 teenagers with Down syndrome in the UK [5][6][7] the teenagers who had been educated in inclusive classrooms had better numeracy skills than those educated in special education classrooms, but even so, very few understood place value (tens and units) and very few could multiply or divide numbers up to twenty.…”