Teaching Approaches in Improving Visual-Spatial Pattern Recognition in Children with Down Syndrome
DOI:
https://doi.org/10.47611/jsrhs.v11i2.2558Keywords:
Down syndrome, Kinesthetic Teaching Approach, Visual Teaching Approach, Visual-Spatial Intelligence, Pattern RecognitionAbstract
Global Down Syndrome Foundation stated that “More research is needed to determine how to most effectively teach children with Down syndrome,” (Development…) directly identifying a need for increased research in the respective field. A debate persisting surrounding which teaching style is most effective for children with Down syndrome will be addressed through the incorporation of a kinesthetic and visual approach to teaching visual-spatial constructs in an effort to find one so-called “best” form of teaching. Understanding whether a kinesthetic or visual approach to teaching is more beneficial for children with Down syndrome is a step towards revising an education system that oftentimes does not sufficiently educate children with special needs. This study seeks to assist in finding the most efficient ways to teach children with Down syndrome so that their education will become more effective and impactful.
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