Students with general learning problems are a heterogenous group, including a high percentage of slow learners with math difficulties with comorbid disabilities. Learning problems of these students may occur in combination with other disorders and difficulties, such as deficit hyperactivity disorder, emotional behavioral disorders, speech and language disorders, autism spectrum disorders, health problems and other reading and writing difficulties. The acquisition of general and mathematical knowledge and skills in slow learners with math learning difficulties is limited due to below-average or borderline intellectual abilities, difficulties with abstract and complex learning content and longer instructions, immaturity, poor memory, difficulties with learning basic skills, difficulties with transferring and generalizing of skills and knowledge. Early identification of difficulties is crucial, as this way we can provide intensive and systematic help and support to slow learning students with math difficulties and comorbid attention deficit hyperactivity disorder, so that they can acquire the basic mathematical skills and knowledge that are the foundation for acquiring complex math skills and knowledge later in their schooling. In the empirical part, we present an intensive and systematic training program of mathematical knowledge and skills in a slow learning student with math difficulties and comorbid attention deficit hyperactivity disorder who attends second grade primary school. The aim of this master thesis is to evaluate the impact and effectiveness of the training program of mathematical knowledge and skills designed based on a global assessment of the student's functioning. In accordance with this aim, we set two research questions to determine how well the student's basic mathematical skills are developed and how effective is the training program. We conducted qualitative case study research. The training program was carried out over a period of four months, twice in a week for one hour. The training program included a number of tasks, activities and didactic materials for developing number sense and quantity, basic arithmetic skills and the ability to solve math word problems. Based on the final assessment and the evaluation of the parents and the class teacher, we concluded that the student had made progress in all areas that were included in the training program, thus confirming the effectiveness of the training program of mathematical skills and knowledge. In addition to the target areas for development, we have detected improved self-esteem, increased motivation to learn mathematic and self-efficacy. The theoretical and practical insights gained in the case study may represent an example of good practice, intensive and specific treatment for slow learning students with math difficulties with comorbid attention deficit hyperactivity disorder.
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