The development of understanding of quantity in children with cerebral palsy, part II

Abstract

The present investigation built upon a previous study carried out because there is little published research examining fundamental concepts of quantity conservation in children with cerebral palsy. The extent, pattern, and process of such children's acquisition of conservation concepts was explored through pretesting, teaching and posttesting a carefully defined sample. The investigation showed how initial understanding may be revealed and extended by a flexible focused method of exploration and appropriately adapted tasks. Each child was given the same form of intervention which included the experiences and explanations basic to conservation. Individual differences were marked but every child made clear advances and evidenced generalised understanding. There was a large and significant difference between the pretest and posttest performances of this group of cerebral palsied children. The form of intervention proved to be very effective with these children; the findings have direct educational implications.