Article

The aim of this exploratory study was to investigate the quality of arithmetic
education for children with cerebral palsy. The use of individual educational
plans, amount of arithmetic instruction time, arithmetic instructional grouping,
and type of arithmetic teaching method were explored in three groups: children
with cerebral palsy (CP) in special (CP-special; n = 41) and mainstream schools
(CP-mainstream; n = 16) and a control group in mainstream schools (n = 16). The
majority of individual educational plans did not include well-formulated
arithmetic goals and many were not based on optimal assessment. Special schools
scheduled much less arithmetic instruction time. Many CP-mainstream children
received individualized instruction, which may help to explain why their
arithmetic performance did not differ from controls. Remedial arithmetic teaching
methods used in special schools did not seem to be optimal, but more research is
required. Suggestions to improve arithmetic education to children with CP were
discussed.

Langue : ANGLAIS