scholarly journals CREATIVITY IN TEACHING MATH TO STUDENTS WITH INTELLECTUAL DISABILITIES

2021 ◽  
Vol 9 (6) ◽  
pp. 400-405
Author(s):  
Aleksandra Bašić ◽  
Ružica Zdravković Parezanović ◽  
Anja Gajić ◽  
Bojana Arsić ◽  
Dragana Maćešić Petrović
Keyword(s):  
Academic Achievement ◽  
Intellectual Disabilities ◽  
Mathematical Creativity ◽  
Student Responses ◽  
Modern Education ◽  
Teaching Math ◽  
Teaching Of Mathematics ◽  
Students With Intellectual Disabilities ◽  
Development Of Students ◽  
Creativity Measure

Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that they were taught creativity in their mathematical instructions. Most tests for evaluation of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of students with mild intellectual disabilities. Studies on the application of creativity in the teaching of mathematics to students with intellectual disabilities are limited. The article analyzed the academic achievement in mathematics and development of students' creativity.

The effect of adapted play training on motor development of students with intellectual disabilities

2012 ◽  
Vol 58 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Mokhtar Malekpour ◽  
Arezoo Shahmive Isfahani ◽  
Shole Amiri ◽  
Salar Faramarzi ◽  
Tahere Heidari ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Motor Development ◽  
Students With Intellectual Disabilities ◽  
Development Of Students

METHODS OF PEDAGOGICAL WORK WITH «SPECIAL» CHILDREN

2020 ◽  
Author(s):  
Муса Увайсович Ярычев
Keyword(s):  
Intellectual Disabilities ◽  
Speech Development ◽  
Social Orientation ◽  
Communicative Skills ◽  
Students With Intellectual Disabilities ◽  
Special Children ◽  
Development Of Students

В статье рассматривается особенности коррекционно-развивающей работы по формированию коммуникативных умений у детей с нарушениями умственного развития на уроках социально-бытового ориентирования. Однако для детей с нарушениями умственного развития характерно отсутствие потребности в налаживании отношений с другими людьми. Важными словесными методами обучения на уроках, являются рассказ, беседа, объяснение, работа с печатными текстами. Все они имеют непосредственное отношение к речевому развитию учащихся с интеллектуальными нарушениями. The article discusses the features of correctional and developmental work on the formation of communicative skills in children with intellectual disabilities in the lessons of social orientation. However, children with intellectual disabilities are characterized by a lack of need to establish relationships with other people. Important verbal methods of teaching in the classroom are story, conversation, explanation, and working with printed texts. All of them are directly related to the speech development of students with intellectual disabilities.

scholarly journals An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities

2020 ◽  
pp. 209653112094072
Author(s):  
Ümit Demir
Keyword(s):  
Academic Achievement ◽  
Intellectual Disabilities ◽  
Mobile Devices ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
Post Test ◽  
Students With Intellectual Disabilities ◽  
Education Of Students ◽  
The Impact

Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in Çanakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between pre-course and post-course attitudes and academic achievement scores of the students. There wasn’t a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males’ academic achievement and attitude post-test scores were higher than females’ scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.

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