Young children with intellectual disabilities and their mathematical attainments: Do parents’ attitudes toward mathematics, home numeracy, and literacy practices matter?

Author:

Charitaki Garyfalia1ORCID,Alevriadou Anastasia2

Affiliation:

1. School of Humanities, Hellenic Open University, Greece

2. Department of Psychology, Aristotle University of Thessaloniki, Greece

Abstract

This study explored potential factors of numeracy acquisition in young children with intellectual disabilities (IDs). Those factors are determined to assess parents’ academic expectations and home practices that they use with their children daily. The sample consisted of 187 Greek-speaking couples, comprising a total number of 374 parents. All of them had a child with mild IDs aged between 4 and 7 years old. Since Greece is placed among European countries with the lowest median disposable income it is significant to assess the potential effects of each family’s socioeconomic status. We employed structural equation modeling to identify potential factors affecting a child’s with IDs numeracy outcomes. Analysis of moments structures (AMOS) revealed that there is a good fit for the suggested second-order structural equation model. Results are discussed regarding their practical implications.

Publisher

SAGE Publications

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