Dr Musa Moses Egaga, Dr Rose Unwanung Adie & Udie Lazarus Ishifundi
Abstract
It is an established fact that some children have intellectual disabilities which will have negative implications on their academic pursuit. Such pupils can however be assisted if the disability is correctly diagnosed early enough. This paper focuses on early psychological assessment as a panacea for effective strategies in remediating arithmetic performance of children with intellectual disabilities in an elementary inclusive classroom. The authors explained types of assessment procedures for the identification of arithmetic problems of children with intellectual disabilities in an inclusive classroom. They also proceeded to discuss need for assessing children’s arithmetic problems in an inclusive classroom and explained the problems of assessing arithmetic skills of children with intellectual disabilities in an inclusive classroom. Finally, steps for assessing arithmetic problems of children with intellectual disabilities in an inclusive classroom were explained. It was recommended, among others, that early psychological assessments should be carried out to identify areas of strength and weakness in arithmetic performance to inform targeted interventions.