Numerical skills in children with Down syndrome. Can they be improved? |
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| Institution: | 1. University of Padova, Italy;2. PRO-ED, Austin, TX, USA;1. Athens State University, 300 N. Beaty St., Athens, AL 35611, USA;2. University of Cincinnati, School of Education, 2610 McMicken Circle, 610C TC, Cincinnati, OH 45221, USA;3. First Class PreK Office of School Readiness Auburn, AL, USA;1. University of Groningen, GION, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands;2. Radboud University Nijmegen, Behavioural Science Institute, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands;1. University of Physical Education, Department of Physiotherapy, Section of Kinesitherapy, Al. Jana Pawła II 78, 31-571 Krakow, Poland;2. State Higher Vocational School, Institute of Health, Section of Physical Education, ul. A. Mickiewicza 8, 33-100 Tarnow, Poland |
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| Abstract: | The present study aims to explore the impact of a numerical skills training program on the basic mathematical skills and logical thinking in children with Down syndrome (DS). The training program was built specifically for children with DS, bearing the strengths and weaknesses of their particular cognitive profile in mind. Two groups of children with DS took part in the study. All children were tested before and after the training on measures of numerical skills and logical thinking. One group of 27 children was trained in numerical skills twice a week for 2 months, for about 30 min per session. A control group of 9 children was not involved in any training session. After training, children in the intervention group performed better in numerical tests, while those in the control group did not. These results suggest that our training program is both feasible and effective for children with Down syndrome. |
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| Keywords: | Down syndrome Numerical skills Math |
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