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Early Numeracy in Children with Down’s Syndrome in Greece
Faculty of Primary Education, University of Athens, Athens, Greece
Faculty of Primary Education, University of Athens, Athens, Greece
Faculty of Primary Education, University of Athens, Athens, Greece
Department of Mathematics, University of Athens, Athens, Greece
Faculty of Primary Education, University of Ioannina, Ioannina, Greece
- 1 Faculty of Primary Education, University of Athens, Athens, Greece
- 2 Faculty of Primary Education, University of Athens, Athens, Greece
- 3 Faculty of Primary Education, University of Athens, Athens, Greece
- 4 Department of Mathematics, University of Athens, Athens, Greece
- 5 Faculty of Primary Education, University of Ioannina, Ioannina, Greece
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Abstract
Through this study, we intend to explore the early numeracy of young children with Down’s syn-drome. Participants were 40 children with Down’s syndrome enrolled in special school programs, aged between 7;02 (y;m) and 14;07 (M = 10.07, SD = 2.06). Survey data was gathered, during the last term of 2013, via questionnaires. As a research tool, it was used the Utrecht Early Competence Test, which is a standardized psychometric test. There is also an attempt to compare the at-tainments of children with Down’s syndrome, with multi-language children, children with special educational needs (enrolled general schools) and typically developing children. The results are discussed in terms of their implications for educational placement
KeywordsDown SyndromeUtrecht Early Numeracy TestSpecial Educational Needs (SEN)Multi-Language ChildrenTypically Developing Children
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