Volume 36, numéro 2, 2026 L’accès aux numéros courants de cette revue nécessite un abonnement.

EN :

Probability is a field of mathematics that is directly related to people’s daily lives, as probabilities are associated with the ability to make decisions under uncertainty, a functional skill related to independence and integration into society. The aim of this study was to examine the ability of students with moderate intellectual disability (ID) to understand fundamental probabilistic concepts. Data collection was carried out using the structured-interview method. According to the results of the study, students with moderate ID were able to identify the most probable outcome of a random experiment and also identify, between two probabilistic situations, which one was most likely to have the desired outcome, justifying their choices quantitatively. The findings of the study can form the basis for the integration of probability into their education and also the starting point for the construction of appropriate teaching activities to promote their probabilistic reasoning.

EN :

This single-case experimental study examined the effectiveness of the colour-coded paragraph-writing intervention (CCPWI) with three fifth-grade students attending a German lower-secondary school that provides inclusive special education. All participants demonstrated adequate spelling and grammar but persistent difficulties in organizing written text. A multiple-baseline-across-participants design was employed, featuring concurrent baselines and staggered intervention onsets. Instruction followed the gradual-release model (“I do, we do, you do”) and utilized a colour-coded graphic organizer to support topic, detail, explanation, and conclusion sentences. Paragraph quality served as the dependent variable. Visual analysis revealed consistent phase changes across all three cases. Effect-size indices indicated strong improvements, with nonoverlap of all pairs (NAP) values of 94%, 89%, and 94% and Tau-U coefficients of .62, .63, and .87 for the three participants, respectively; Hedges’ g ranged from 1.20 to 1.53. Hierarchical piecewise regression showed a significant positive intervention slope, suggesting progressive growth rather than an abrupt level shift. End-of-study, one-on-one interviews reflected high social validity. Overall, findings support CCPWI as a feasible, acceptable, and effective approach for enhancing expository-paragraph structure among at-risk learners who, despite adequate foundational skills, exhibit pronounced and persistent difficulties in higher-order writing.