Efficiency of the interventions in mathematics in children with intellectual disabilities or genetic syndromes: overview of a series of systematic literature reviews

Abstract

Numbers and mathematics have a fundamental importance in our society. Nevertheless, many contexts can lead to difficulties of mathematics learning (example: mild disabilities, genetic syndromes). It involves bringing the best help to each child and thus an evidence-based practice (teaching, remedial courses, or therapeutic help). The objective of the present study is to present an overview and to establish a narrative synthesis of a series of systematic literature reviews and meta-analyzes about the efficiency of the interventions in mathematics for the child susceptible to present with mathematical difficulties except the Mathematics Learning Disabilities (i.e., genetic syndrome). The second aim is to give a clinical application. The used methodology is the systematic review and the narrative synthesis. The results show that the interventions in mathematics with these children and teenagers are effective for the immediate learning, that practices of intervention are recognizable, that it is possible to draw conclusions and to lean on these to develop a rigorous plan of intervention.