The assessment to evaluate the acquisition of number and quantity concepts in children with intellectual disabilities

2024 Fiscal Year Final Research Report

• Project/Area Number: 21K02707
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Kagawa University
• Principal Investigator: Era Shukichi 香川大学, 教育学部, 教授 (70251866)
• Project Period (FY): 2021-04-01 – 2025-03-31
• Keywords: 知的障害 / 数量概念 / 数処理 / 線等分課題 / 線描画課題 / 数直線課題

Outline of Final Research Achievements

The purpose of this study was to develop an assessment to evaluate the acquisition of number and quantity concepts in children with intellectual disabilities. We analyzed performance and strategies used in three types of tasks: the line bisection task that did not rely on symbolic numbers (numerals or number words), the line drawing task and the number line estimation task that did rely on symbolic numbers. In all tasks, the majority of children with intellectual disabilities performed within the range of typically developing adults. However, some children showed significantly deviant performance. These findings reveal significant individual differences in domain-specific abilities related to number and quantity processing among children with intellectual disabilities, independent of general intellectual level. The tasks employed in this study can be considered useful as an assessment battery for evaluating the acquisition of basic number and quantity concepts.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

平成29年告示の特別支援学校学習指導要領では，知的障害特別支援学校小・中学部ともに，数量や図形に関する基礎的・基本的な概念や性質の理解と事象を数理的に処理する技能の習得が教育目標として掲げられたが，知的障害児の数・量概念を評価するアセスメントはまだ開発されていない。知的障害児のなかには年齢や知的障害の程度によりシンボル数による数・量概念の評価が困難な児童生徒が存在するのでシンボル数に依拠しない数量概念の評価を含むアセスメントが必要である。知的障害を対象とした研究は，国内外を問わず数少ないことから，本研究は独自性のある試みである。