Intervention for Children with Specific Learning Disabilities (SpLD) in Mathematics Disorders: A Framework

Abstract

For children with learning disabilities, the opportunity to achieve self-determination may help to enhance their own personal satisfaction. To accomplish personal satisfaction and independence, children with learning disabilities need comprehend the learning principal ability framework. Since the calculation is utilized as a part of ordinary living, understanding the essential estimation aptitudes restricted children with learning disabilities can help achieve their personal satisfaction. For children with learning disabilities, learning basic counting skills are important not only for their academic careers but also for their daily life. This study is to investigate the effectiveness of the intervention program on the children’s basic calculation and the type of category disability. The intervention will test teaching with technology and interactive directed teaching. The category of disability in this study is divided into four types: Attention Deficit Hypertension Disorder (ADHD), Autism, Dyslexia and Down Syndrome. A theoretical framework for intervention for children with learning disabilities is proposed from the outcome of this study. By comparing which intervention is suitable for each type category disability, will help teachers choose the right instruction in learning process and also may help children acquire the essential skills they in the future.