Teaching Approaches in Improving Visual-Spatial Pattern Recognition in Children with Down Syndrome

Authors

  • Mallory McRae Columbus High School
  • Lisa Mills Columbus High School

DOI:

https://doi.org/10.47611/jsrhs.v11i2.2558

Keywords:

Down syndrome, Kinesthetic Teaching Approach, Visual Teaching Approach, Visual-Spatial Intelligence, Pattern Recognition

Abstract

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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Author Biography

Lisa Mills, Columbus High School

Advisor

References or Bibliography

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Published

05-31-2022

How to Cite

McRae, M., & Mills, L. (2022). Teaching Approaches in Improving Visual-Spatial Pattern Recognition in Children with Down Syndrome. Journal of Student Research, 11(2). https://doi.org/10.47611/jsrhs.v11i2.2558

Issue

Section

AP Capstone™ Research