Profiling Number Sense in Preschool Children with Intellectual Disabilities

Yıl 2026, Cilt: 34 Sayı: 1, 18 - 28, 31.01.2026

Muhammed Celal Uras , Selahattin Semiz , Mehmet Şata , Yasin Soylu

https://doi.org/10.24106/kefdergi.1877878

Öz

Purpose: The purpose of this study is to examine the basic number skills of children with intellectual disabilities (ID) in the
preschool within the framework of number sense and to reveal their profiles according to their level of disability. Number
sense is the foundation of mathematical skills and it has an important role in academic achievement and daily life skills.
However, the existing literature does not adequately address the relationship between number skills and number sense,
particularly in the context of children with ID. This study aims to fill an important gap in terms of shaping early intervention
and teaching strategies.
Method: The sample of this study, conducted using a descriptive survey model, consists of 43 children with ID aged 36–72
months attending public kindergartens in six different provinces in the Eastern Anatolia Region in the 2023–2024 academic
year, determined by the criterion sampling method. The Number Sense Screener (NSS) developed by Jordan et al. (2012) and
adapted into Turkish by Uyanık-Aktulun (2019) and İnal-Kızıltepe (2019) were used. The NSS is an individual assessment tool
that measures early number sense components such as number recognition, counting, comparison, and basic arithmetic
operations.
Findings: The findings revealed that the number skill profiles of children with ID in the preschool differed significantly according
to the level of disability. Children with mild disabilities exhibited a stronger profile in basic number recognition and single-digit
number skills, while those with moderate disabilities struggled significantly in these areas. On the other hand, both groups had
low success profiles in complex mathematical tasks, with no significant difference observed between them. These results
indicate that basic number skill profiles are affected by disability level, but that common difficulties are experienced in higherlevel tasks.
Highlights: Deficits in executive functions such as working memory and attention negatively affect the development of
numerical skills. The inadequacy of existing teaching methods highlights the need for early, cognitive-sensitive, individualized
interventions. Mathematics education needs to be restructured using approaches that reduce cognitive load and are supported
by concrete materials. The development of numerical skills plays a critical role in both academic success and improving the
quality of life for children with ID.

Anahtar Kelimeler

Number Sense , Intellectual Disability , Preschool , Early Numeracy Skills

Okul Öncesi Dönemdeki Zihinsel Engelli Çocukların Sayı Hissi Profili

Öz

Amaç: Bu araştırmanın amacı, okul öncesi dönemde zihinsel engelli çocukların temel sayı becerilerini sayı hissi çerçevesinde
inceleyerek, engel düzeyine göre profilleri ortaya çıkarmaktır. Sayı hissi, matematiksel becerilerin temelini oluşturmanın yanı
sıra akademik başarı ve günlük yaşam becerileri açısından belirleyici bir role sahiptir. Ancak mevcut literatürde, sayı becerileri
ile sayı hissi arasındaki ilişkinin özellikle zihinsel engelli çocuklar bağlamında yeterince ele alınmadığı görülmektedir. Bu çalışma,
erken müdahale ve öğretim stratejilerinin şekillendirilmesi açısından önemli bir boşluğu doldurmayı amaçlamaktadır.
Yöntem: Betimsel tarama modeli kullanılarak yürütülen bu araştırmanın örneklemini, 2023–2024 eğitim-öğretim yılında Doğu
Anadolu Bölgesi’nde yer alan 6 farklı ildeki resmi ve özel anaokullarına devam eden ölçüt örnekleme yöntemi ile belirlenen 36–
72 ay aralığında 43 zihinsel engelli öğrenci oluşturmaktadır. Jordan ve diğerleri (2012) tarafından geliştirilen ve Türkçeye UyanıkAktulun (2019) ile İnal-Kızıltepe (2019) tarafından uyarlanan Number Sense Screener (NSS) veri toplama aracı kullanılmıştır.
NSS; sayı tanıma, sayma, büyüklük karşılaştırma ve temel aritmetik işlemler gibi erken sayı hissi bileşenlerini ölçen ve bireysel
olarak uygulanan bir değerlendirme aracıdır.
Bulgular: Bulgular, okul öncesi dönemdeki zihinsel engelli çocukların sayı becerisi profillerinin engel düzeyine göre anlamlı
şekilde farklılaştığını ortaya koymuştur. Hafif düzeyde engeli olan çocuklar, temel sayı tanıma ve tek basamaklı işlemlerde daha
güçlü bir profil sergilerken, orta düzeydekiler bu alanlarda belirgin şekilde zorlanmıştır. Öte yandan, karmaşık matematik
görevlerinde her iki grubun da başarı profili düşük bulunmuş, aralarında anlamlı fark gözlenmemiştir. Bu sonuçlar, temel sayı
becerisi profillerinin engel düzeyinden etkilendiğini, ancak üst düzey görevlerde ortak güçlükler yaşandığını göstermektedir.
Önemli Vurgular: Çalışma belleği ve dikkat gibi yürütücü işlevlerdeki zayıflıklar, sayısal beceri gelişimini olumsuz etkilemektedir.
Mevcut öğretim yöntemlerinin yetersizliği, erken dönemde bilişsel süreçlere duyarlı, bireyselleştirilmiş müdahalelerin
gerekliliğini ortaya koymaktadır. Matematik eğitimi, bilişsel yükü azaltan ve somut materyallerle desteklenen yaklaşımlarla
yeniden yapılandırılmalıdır. Sayı becerilerinin geliştirilmesi hem akademik başarının hem de zihinsel engelli çocukların yaşam
kalitesinin artırılmasında kritik bir role sahiptir.

Anahtar Kelimeler

Sayı Hissi , Zihinsel Engel , Okul Öncesi , Erken Dönem Matematik Beceriler

Kaynakça

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