Charitaki Garyfalia, Alevriadou Anastasia, Soulis Spyridon-Georgios
University of Ioannina, Ioannina, Greece.
Aristotle University of Thessaloniki, Thessaloniki, Greece.
J Intellect Disabil. 2024 Mar;28(1):48-66. doi: 10.1177/17446295221117021. Epub 2022 Aug 2.
Exploring individual differences and looking beyond averaged parameters of early numeracy in young children with mild intellectual disabilities has become an area of interest to many researchers worldwide. This study aimed to identify the different profiles of early numeracy skills in young children with mild intellectual disabilities. For this purpose, we assessed early numeracy through Utrecht early numeracy test and learning aptitude through Detroit Test, in a sample of children diagnosed with intellectual disabilities. The mean of their mental age was (years:months) Two-step cluster analysis identified four homogenous groups of children with distinct early numeracy profiles as follows:C1 were fluent in relational and numerical skills up to 20, C2 were fluent in relational skills and numerical skills up to 10, C3 had basic knowledge of relational skills and inconsistent numerical skills up to 10 and C4 had inconsistent relational skills and numerical skills. Results are discussed with reference to their educational implications.
探索智力轻度残疾幼儿的个体差异并超越早期算术平均参数，已成为全球许多研究人员感兴趣的领域。本研究旨在确定智力轻度残疾幼儿早期算术技能的不同特征。为此，我们通过乌得勒支早期算术测试评估早期算术能力，并通过底特律测试评估学习能力，样本为被诊断为智力残疾的儿童。他们的心理年龄平均为（岁：月）。两步聚类分析确定了四个具有不同早期算术特征的同质儿童组，如下所示：C1在20以内的关系和数字技能方面表现流畅，C2在10以内的关系技能和数字技能方面表现流畅，C3对10以内的关系技能有基本知识，但数字技能不一致，C4的关系技能和数字技能都不一致。我们结合其教育意义对结果进行了讨论。
