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In preschool children with intellectual disabilities, basic number skill profiles differ significantly by the level of disability, whereas both mild and moderate groups experience similarly low success in complex mathematical tasks. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

January 31, 2026Kastamonu Eğitim DergisiOpen Access

Profiling Number Sense in Preschool Children with Intellectual Disabilities

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This study aims to assess number skills in preschool children with intellectual disabilities (ID) and their profiles based on disability level.
Descriptive survey model with a sample of 43 children with ID aged 36–72 months from public kindergartens.
Number Sense Screener (NSS) used to assess early number sense components: number recognition, counting, comparison, and basic arithmetic operations.
Criterion sampling method applied to select participants from six provinces in Eastern Anatolia.
Profiles varied significantly by disability level; children with mild ID showed stronger basic number skills.
Children with moderate ID had significant difficulties in number recognition and single-digit skills.
Both groups exhibited low success in complex mathematical tasks with no significant difference between them.

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Implication

Descriptive survey examines basic number skills in preschool children with ID, suggesting tailored teaching strategies.

Cite This Study

Uras et al. (2026) studied this question.

synapsesocial.com/papers/6a62f469f2b26b06470949ce https://doi.org/10.24106/kefdergi.1877878

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Profiling Number Sense in Preschool Children with Intellectual Disabilities

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Discussion

Implication

Cite This Study

Profiling Number Sense in Preschool Children with Intellectual Disabilities

Key Points

Discussion

Implication

Cite This Study

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