Tailoring Instructional Strategies to Improve Functional Mathematics Competence in Children with Intellectual and Developmental Disabilities
DOI:
https://doi.org/10.69980/ajpr.v28i1.111Keywords:
Functional Mathematics, Instructional Strategies, Intellectual and Developmental Disabilities, Special Education, Digital LearningAbstract
Mathematical ability is significant in independent living; nevertheless, children with Intellectual and Developmental Disabilities (IDD) encounter difficulties in learning functional mathematics skills because of cognitive impairment and working memory deficit. The effectiveness of individualized instructional strategies in improving functional mathematics ability in IDD children is investigated in the present study. Employing a quantitative and descriptive research approach, 150 special education teachers responded to a structured questionnaire. The results emphasize the importance of individualized teaching, visual resources, multisensory approach, and application in everyday life in enhancing mathematical competence. And computers as well as assistive tech tools also came up repeatedly as really important things that help make accessibility possible. Contextual factors, more so rural-urban differences, also affected educational practices. Research emphasizes the need for ongoing professional development, increased resource and political intervention to improve teaching methods for children with IDD. Through the provision of evidence -based teaching procedures, teachers can achieve more inclusive teaching and promote mathematical skills in children with IDD.
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