Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review

Muhammed Celal Uras; Yasin Soylu

doi:10.33418/education.1644163

EN TR

Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review

Abstract

Students with intellectual disabilities (ID) struggle to learn addition and subtraction skills. Various interventions have been implemented to improve these skills. The present review provides evidence to evaluate interventions and improve inclusive education. The meta-synthesis method was used to review the results of the studies and provide a broader perspective by synthesizing their findings. Meta-synthesis examines the differences and similarities between studies and provides insight into the findings. Twelve articles and theses published between 1999 and 2021 were identified. The coding process focused on the dimensions of academic success and social validity. The findings indicate that some difficulties exist in both dimensions. Interventions for students with mild and moderate levels had positive results. In addition, the results were more effective at the primary school level than at the middle school level. These findings emphasize the importance of adapting interventions to the needs of students at different levels and serve as a guide for future research. Although the interventions significantly contributed to increasing academic achievement, they were found to have some deficiencies in terms of social validity. It reveals the need for further studies on how these skills can be used in real-life contexts. It is recommended that individualized, sustainable, and applicable programs be developed, teacher training be strengthened, and more comprehensive research be conducted.

Keywords

Special needs education, Intellectual disability, Addition and subtraction skills, Arithmetic skills, Systematic review

Ethical Statement

The present systematic review does not require ethical approval.

Zihinsel Engelli Öğrencilere Toplama ve Çıkarma Öğretimi İçin Türkiye'deki Müdahaleler: Sistematik Bir Derleme

Abstract

Zihinsel yetersizliği (ZY) olan öğrenciler toplama ve çıkarma becerilerini öğrenmede güçlük yaşamaktadır. Bu becerileri geliştirmek amacıyla çeşitli müdahaleler uygulanmıştır. Bu derleme, müdahalelerin değerlendirilmesine ve kapsayıcı eğitimin geliştirilmesine yönelik kanıt sunmaktadır. Çalışmaların sonuçlarını incelemek ve bulgularını sentezleyerek daha geniş bir bakış açısı sağlamak amacıyla meta-sentez yöntemi kullanılmıştır. Meta-sentez, çalışmalar arasındaki farklılıkları ve benzerlikleri inceleyerek bulgulara ilişkin içgörü sağlar. 1999-2021 yılları arasında yayımlanmış 12 makale ve tez belirlenmiştir. Kodlama süreci, akademik başarı ve sosyal geçerlik boyutlarına odaklanmıştır. Bulgular, her iki boyutta da bazı güçlüklerin bulunduğunu göstermektedir. Hafif ve orta düzeyde zihinsel yetersizliği olan öğrencilere yönelik müdahaleler olumlu sonuçlar vermiştir. Ayrıca sonuçların ilkokul düzeyinde ortaokul düzeyine göre daha etkili olduğu görülmüştür. Bu bulgular, müdahalelerin farklı düzeylerdeki öğrencilerin gereksinimlerine uyarlanmasının önemini vurgulamakta ve gelecekteki araştırmalar için yol gösterici nitelik taşımaktadır. Müdahaleler akademik başarının artırılmasına önemli katkılar sağlamış olsa da sosyal geçerlik açısından bazı eksiklikler taşıdığı belirlenmiştir. Bu durum, söz konusu becerilerin gerçek yaşam bağlamlarında nasıl kullanılabileceğine ilişkin daha fazla çalışmaya ihtiyaç olduğunu ortaya koymaktadır. Bireyselleştirilmiş, sürdürülebilir ve uygulanabilir programların geliştirilmesi, öğretmen eğitimlerinin güçlendirilmesi ve daha kapsamlı araştırmaların yürütülmesi önerilmektedir.

Keywords

Özel gereksinimlilerin eğitimi, Zihinsel engell, Toplama ve çıkarma becerileri, Aritmetik beceriler, Sistematik derleme

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Details

Primary Language

English

Subjects

Mathematics Education, Mental Disability Education, Special Education and Disability (Other)

Journal Section

Systematic Reviews and Meta Analysis

Authors

Muhammed Celal Uras ^*
0000-0003-3994-8723
Türkiye

Yasin Soylu
0000-0003-0906-4994
Türkiye

Early Pub Date

July 9, 2026

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-

Submission Date

February 21, 2025

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July 22, 2025

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Year 2026 Number: Advanced Online Publication

DOI

https://doi.org/10.33418/education.1644163

IZ

https://izlik.org/JA82CY89CR

APA

Uras, M. C., & Soylu, Y. (2026). Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review. Educational Academic Research, Advanced Online Publication. https://doi.org/10.33418/education.1644163

AMA

1.Uras MC, Soylu Y. Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review. Educational Academic Research. 2026;(Advanced Online Publication). doi:10.33418/education.1644163

Chicago

Uras, Muhammed Celal, and Yasin Soylu. 2026. “Interventions in Turkey for Teaching Addition and Subtraction to Students With Intellectual Disabilities: A Systematic Review”. Educational Academic Research, no. Advanced Online Publication. https://doi.org/10.33418/education.1644163.

EndNote

Uras MC, Soylu Y (July 1, 2026) Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review. Educational Academic Research Advanced Online Publication

IEEE

[1]M. C. Uras and Y. Soylu, “Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review”, Educational Academic Research, no. Advanced Online Publication, July 2026, doi: 10.33418/education.1644163.

ISNAD

Uras, Muhammed Celal - Soylu, Yasin. “Interventions in Turkey for Teaching Addition and Subtraction to Students With Intellectual Disabilities: A Systematic Review”. Educational Academic Research. Advanced Online Publication (July 1, 2026). https://doi.org/10.33418/education.1644163.

JAMA

1.Uras MC, Soylu Y. Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review. Educational Academic Research. 2026. doi:10.33418/education.1644163.

MLA

Uras, Muhammed Celal, and Yasin Soylu. “Interventions in Turkey for Teaching Addition and Subtraction to Students With Intellectual Disabilities: A Systematic Review”. Educational Academic Research, no. Advanced Online Publication, July 2026, doi:10.33418/education.1644163.

Vancouver

1.Muhammed Celal Uras, Yasin Soylu. Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review. Educational Academic Research. 2026 Jul. 1;(Advanced Online Publication). doi:10.33418/education.1644163

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Interventions in Turkey for Teaching Addition and Subtraction to Students with Intellectual Disabilities: A Systematic Review

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Ethical Statement

Zihinsel Engelli Öğrencilere Toplama ve Çıkarma Öğretimi İçin Türkiye'deki Müdahaleler: Sistematik Bir Derleme

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