Effect of Intervention Strategies on Arithmetic Achievement of Children with Learning Disabilities

This study investigates the impact of tailored intervention strategies on the arithmetic performance of children with learning disabilities. A pre-test–post-test experimental design was employed involving two groups: an experimental group that received systematic intervention and a control group that did not. The interventions were designed to address specific deficits in arithmetic skills through structured, multisensory, and individualized approaches. The results indicated a statistically significant improvement in arithmetic achievement among the experimental group compared to the control group. These findings underscore the importance of early identification and targeted pedagogical methods in enhancing the mathematical capabilities of children with learning disabilities. The study contributes to the growing body of evidence supporting specialized educational strategies to bridge learning gaps and promote academic inclusion.