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Un progetto per l’apprendimento della matematica nella scuola primaria per bambini con sindrome di Down: Fenix Didò

Cecilia Maria Marchisio, Natascia Curto

Abstract


A Math-Learning Program for Primary-School Children with Down Syndrome: Fenix Didò

In Italy, where the study comes from, children with disability attend mainstream schools and classes. Therefore, children with ID are rarely involved in suitable learning programs. This article describes an experience of cognitive enhancement for children with Down syndrome attending primary schools based on the Phoenix project, originally designed to cognitively stimulate children in a socio-cultural deprivation context. The study involved five state primary schools in the province of Cuneo along with ten children with Down syndrome attending mainstream primary schools, and their families. The study aimed to assess the effectiveness of the Phoenix project with children with learning problems connected to ID, to understand whether and which adjustments to the project should be suitable, and to involve both schools and families in order to start a formative support service for them. The findings of the Phoenix Didò program show that this experimental project is also suitable for working with children with ID. Moreover, it shows that customization is appropriate when time and also the number of games for each skill are concerned. Introducing the program in the schools showed teachers the possibility of using a different approach to their work. On the teachers’ request, the research team organized a course for teachers and parents of children with ID on learning strategies and math learning in primary school. There are two main issues with regard to future research possibilities: testing the Phoenix method with others disabilities and in an inclusive context.


Keywords


Intellectual Disability; Learning; Math; Phoenix; Primary school; Apprendimento; Disabilità intellettiva; Fenix; Matematica; Scuola primaria

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DOI: https://doi.org/10.7358/ecps-2013-007-marc



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi