Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Autor/inn/en	Slavkovic, Marija; Memisevic, Haris
Titel	Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement
Quelle	In: Problems of Education in the 21st Century, 77 (2019) 1, S.156-164 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Preschool Education; Special Education; Students with Disabilities; Intellectual Disability; Mathematics Skills; Program Effectiveness; Mathematics Instruction; School Readiness; Inclusion; Foreign Countries; Special Schools; Serbia + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Readiness for school; School ability; Schulreife; Inklusion; Ausland; Special school; Sonderschule; Serbien
Abstract	Transition period from preschool years to school years is a time of rapid changes in children's development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01