Profiling Number Sense in Preschool Children with Intellectual Disabilities

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.