Abstract
AbstractA Logo intervention was implemented to improve the language and problem‐solving skills of four young mainstreamed children with developmental disabilities. To ensure that the children had a clear concept of Logo, a specially designed scope and sequence curriculum, with instructional aids, was developed. The children were tested in language and cognitive processing and gain scores were analysed after the intervention. While there were no statistically supportable conclusions attesting to the benefit of Logo in language and problem‐solving, a qualitative assessment of gains supported the value of the project.
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