Numeracy for adults with Down syndrome: it's a matter of quality of life

Faragher, R. and Brown, R. I. (2005) Numeracy for adults with Down syndrome: it's a matter of quality of life. Journal of Intellectual Disability Research, 49 10: 761-765. doi:10.1111/j.1365-2788.2005.00747.x


Author Faragher, R.
Brown, R. I.
Title Numeracy for adults with Down syndrome: it's a matter of quality of life
Journal name Journal of Intellectual Disability Research   Check publisher's open access policy
ISSN 0964-2633
1365-2788
Publication date 2005-10-01
Sub-type Article (original research)
DOI 10.1111/j.1365-2788.2005.00747.x
Open Access Status Not yet assessed
Volume 49
Issue 10
Start page 761
End page 765
Total pages 5
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Formatted abstract
Background: Numeracy development is widely accepted as critical for adults in the general community which is equally the case for adults with Down syndrome. This paper reports some of the findings of a study including the research question: What is the justification for numeracy development for adults with Down syndrome? Investigating this question led to the search for a framework to support the ongoing development of numeracy.

Method: The research used a case study methodology. Five adults were observed and interviewed in two contexts each. The data were analyzed to identify links to the quality of life model.

Results: The research illustrates how a quality of life approach can be used to justify and guide the lifelong development of numeracy. Data from the case studies linked numeracy to quality of life under the principles of personal contexts, variability, life-span perspective, values, choices and personal control, perceptions and self-image.

Conclusions: The principles of quality of life can provide a framework for the development of numeracy in the context of adulthood and Down syndrome. Preparation for the numeracy needs of a long and satisfying adulthood should begin in early childhood, continue in schools with the teaching of underlying mathematics concepts and skills, and be modified and refined throughout adulthood by the use of a numeracy development plan. Carers and professionals interacting in the contexts need to adopt a teaching role for numeracy.
Keyword Adult learning
Down syndrome
Intellectual disability
Numeracy
Quality of life
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Wed, 15 Mar 2017, 16:48:47 EST by Rhonda Faragher on behalf of Learning and Research Services (UQ Library)