چکیده:
Background: One of the issues that have consistently been the concern for the health affair specialists and cure and massive social governors in health fields is the rate of disorders prevalence, diseases and the related subjects to epidemiology. Purpose of this study was to estimate the prevalence of mathematic disability amongst primary schools of Karaj. Method: totally 432 students were selected with multi-stage sampling method. Participants completed Raven test, Frostig Visual-Perception test and Wepman Auditory discrimination test, Rutter behavioral questionnaire and Iran Key-math test. In order to diagnosis mathematic disability, inter criterion was normal quotient intelligence and out criteria were to have one of visual perception, auditory and behavioral problems. The participants whose total standard scores in Iran Key-math test were one standard deviation below the mean were selected as a mathematical disability (MD). Findings: the mathematic disability prevalence in primary students was estimated 0.46%. In addition, proportion of mathematic disability prevalence was not function of gender or grade. Conclusion: the findings demonstrated that the prevalence of mathematic disability is much less than the previous researches. A possible explanation was that inappropriate screening co morbid disorders with the mathematic disability. The theoretical implications of findings are discussed in detail.
خلاصه ماشینی:
Participants completed Raven test, Frostig Visual-Perception test and Wepman Auditory discrimination test, Rutter behavioral questionnaire and Iran Key-math test.
In order to diagnosis mathematic disability, inter criterion was normal quotient intelligence and out criteria were to have one of visual perception, auditory and behavioral problems.
ir> In a longitudinal study, Desoete and Gregoire found that children with learning disabilities have had these problems with themselves since lower ages, as if arithmetic problems in kindergartens are associated with delay in arithmetic in 1st grade (6).
For instance, in Erfani, Behrangi and Ramezanis’ researches, co morbidity disorders were not screened and visual, auditory and behavioral problems were not considered, and math disorder were labeled by a standard or nonstandard math test .
00 *Percentages in visual and auditory perceptions and behavioral disorder have been computed after omitting children with IQ lower than 85 Also in this study, moderator roles of gender and educational grade were examined (table.
Prevalence of IQ, Visuo- motor, Auditory and Behavioral problems and confidence interval by gender and grade Girl Boy Total F P CI 95% F P CI 95% F P CI 95% Raven 3rd 13 18 0.
16 Frostig Wepman Rutter In addition, findings showed that about 14% of students in 4th grade had visuo-motor problems which were 21% in boys and 7% in girls.
First, other researchers have reported the rate of MD prevalence without considering the above mentioned problems in children and only with administering intelligence and standard mathematic tests.