European Journal of Special Needs Education ( IF 1.930 ) Pub Date : 2021-06-18 , DOI: 10.1080/08856257.2021.1943268 Susanne Schnepel 1 , Pirjo Aunio 2
ABSTRACT
This systematic review investigates the characteristics of effective mathematics interventions for students with intellectual disabilities (ID) age 5 to 12, focusing on early numeracy, arithmetic, and arithmetical problem solving skills. Twenty studies from 2008–2020 were reviewed: 17 had a single-subject design and three a group-comparison design. The studies included a total of 135 students with ID. Consistent with previous studies, the analysis showed that interventions with systematic and explicit instruction with feedback and the use of manipulatives are effective instructional approaches and strategies for students with ID. This study reveals that effective interventions are well-structured, high intensity learning sequences adapted to the students’ achievement level. The intensity of an intervention requires careful consideration of the number of intervention sessions per week and their duration. Further studies should investigate which instructional strategy is most effective for each type of skill and the optimum intensity of interventions.
中文翻译:
对智障小学生数学干预的系统评价
摘要
本系统评价调查了对 5 至 12 岁智障 (ID) 学生进行有效数学干预的特点,重点关注早期计算、算术和算术问题解决技能。审查了 2008-2020 年的 20 项研究:17 项采用单受试者设计,3 项采用组比较设计。这些研究共包括 135 名 ID 学生。与之前的研究一致,分析表明,系统和明确的教学干预以及反馈和操作工具的使用是对 ID 学生有效的教学方法和策略。这项研究表明,有效的干预措施是结构良好、高强度的学习序列,以适应学生的成绩水平。干预的强度需要仔细考虑每周的干预次数及其持续时间。进一步的研究应调查哪种教学策略对每种技能最有效,以及干预的最佳强度。