This is an optional course part of the Master’s degree in Speech and Language Therapy and it is offered in semester 9 (M1). The TU “Developmental aspects of math cognition” (semester 5) and the TU “SLT assessment and intervention in math cognition developmental disorders” (semester 7) are a prerequisite of this course. After learning the developmental aspects of math-cognition, logical operations and number systems, and how to make an evaluation plan, conduct an assessment and put a diagnosis of dyscalculia based on the criteria of the DSM5, how a deficit at each level of the developmental models affects children’s performance and also acquire the necessary knowledge to develop rehabilitation plans for word problems remediation. They learn in this unit Develop evidence-based practice (EBP) about intervention with children with learning difficulties in mathematics.

Temps présentiel : 15 heures

Charge de travail étudiant : 35 heures

Méthode(s) d'évaluation : Examen final

Référence :
General principles of Intervention in Math • Belenky, D. M., & Schalk, L. (2014). The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations. Educational Psychology Review, 26(1), 27–50. • Bissonnette, S., Richard, M., Gauthier, C., & Bouchard, C. (2010). Quelles sont les stratégies d’enseignement efficaces favorisant les apprentissages fondamentaux auprès des élèves en difficulté de niveau élémentaire? Résultats d’une méga-analyse. Revue de recherche appliquée sur l’apprentissage, 3, art. 1. • Bouck, E. C., Satsangi, R., & Park, J. (2018). The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis. Remedial and Special Education, 39(4), 211-228. • Bouck, E. C., & Park, J. (2018). A systematic review of the literature on mathematics manipulatives to support students with disabilities. Education and Treatment of Children, 41(1), 65-106. • Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. • Chodura, S., Kuhn, J. T., & Holling, H. (2015). Interventions for children with mathematical difficulties: A meta-analysis. Zeitschrift Fur Psychologie / Journal of Psychology, 223(2), 129– 144 • DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & Gould, K. M. (2018). Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk. Remedial and Special Education, 0741932518774801. • Dowker, A., & Sigley, G. (2010). Targeted interventions for children with arithmetical difficulties. British Journal of Educational Psychology, 2(7), 65–81. • Fischer, U., Moeller, K., Cress, U., & Nuerk, H. C. (2013). Interventions supporting children’s mathematics school success: A meta-analytic review. European Psychologist, 18(2), 89–113. • Furlong M, McLoughlin F, McGilloway S, Geary D (2016). Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD). Cochrane Database of Systematic Reviews, Issue 4. Art.No.:CD012130.