PERFORMING CULCULATION SKILLS OF STUDENTS WITH INTELLECTUAL DISABILITIES AT FIRST GRADE IN INCLUSIVE SETTINGS: CURRENT SITUATION AND COMMENTARY

Abstract

This study investigates the mathematical computation skills (number recognition, quantity comparison, addition, subtraction, and real-life application) of 31 first-grade students with intellectual disabilities in inclusive classrooms in Hanoi. Results

reveal that students have a solid foundation in number concepts, especially in counting and number naming, but face greater challenges in symbolic tasks such as using comparison signs (> < =) and solving word problems. Subtraction appears to be the most difficult skill, with lower mean scores than addition across all task types. The findings suggest the need for a stepwise instructional approach that emphasizes hands-on learning, gradual transition to symbolic representation, and explicit teaching of problem-solving strategies, in order to improve generalization and real-life application of mathematical skills. Pedagogical implications and future research directions are discussed to enhance inclusive education practices.