Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Abstract

A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student.

Keywords

• problem solving
• strategies
• additive change problem
• autism spectrum disorder
• intellectual disabilities
• learning difficulties