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Teenagers with Down syndrome study algebra in High School
1Dipartimento di Matematica Pura ed Applicata, Universita degli Studi di Padova, Italy. martinez@math.unipd.it
Summary
Adapting algebra curricula for students with Down syndrome (DS) in high school is feasible with modifications. Daily collaboration between general and special educators was key to student success and motivation in mathematics.
Area of Science:
- Mathematics Education
- Special Education
- Developmental Psychology
Background:
- Investigates the adaptation of an algebra curriculum for two high school students with Down syndrome (DS).
- Highlights the students' full inclusion in general education since kindergarten.
- Examines the rationale and methods for curriculum adaptation.
Observation:
- Curriculum adaptation involved shortening the program and providing additional teaching steps and visual prompts.
- One student required a calculator consistently; both learned algebraic expressions with parentheses, negative numbers, and powers.
- Students were assessed using modified tests alongside their peers.
Findings:
- Both students demonstrated learning of algebraic concepts, including fractions and mental arithmetic.
- Despite challenges with full-time attendance for one student, inclusion fostered motivation for both teaching and learning.
- Crucial to success was the daily collaboration between the mathematics teacher and the special educator.
Implications:
- Demonstrates that inclusive algebra education for students with DS is achievable with appropriate adaptations and support.
- Emphasizes the positive impact of inclusive settings on student motivation and academic success.
- Underscores the vital role of interdisciplinary collaboration in supporting diverse learners in mathematics.