Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Cantabria (UC) |
| Repositorio: | UCrea Repositorio Abierto de la Universidad de Cantabria |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.unican.es:10902/23809 |
| Acceso en línea: | http://hdl.handle.net/10902/23809 |
| Access Level: | acceso abierto |
| Palabra clave: | Problem Solving Strategies Additive Change Problem Autism Spectrum Disorder Intellectual Disabilities Learning Difficulties |
| Sumario: | A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student. |
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