Relevant bibliographies by topics / Division for Children with Learning Disabilities

Academic literature on the topic 'Division for Children with Learning Disabilities'

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Published: 27 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Division for Children with Learning Disabilities"

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Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (May 1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).
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Macagno, Alessia, Beatrice Ragaglia, Anne Henning, and Daniela Bulgarelli. "Inclusive Approaches in Italian Early Childhood Education and Care: The View of Practitioners." Education Sciences 14, no. 4 (April 6, 2024): 385. http://dx.doi.org/10.3390/educsci14040385.

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This study presents the Italian practitioners’ perspective on the inclusion of children with disabilities in ECEC. Historically, Italy had a split system (0–3 and 3–6 divisions); only recently was the ZeroSix Integrated System established. Seven 0–3-division educators and seven 3–6-division teachers were interviewed. Their responses were analysed through a deductive content analysis, based on the eight dimensions of inclusion proposed by the European Agency for Special Needs and Inclusive Education (2017). The themes which were mainly mentioned as crucial for promoting inclusion were a child-centred approach; inclusive teaching and learning environment; inclusive social environment; and family-friendly environment. These same dimensions were also said to be challenging, together with the implementation of materials for all children. The strengths and weaknesses in inclusive processes partly differed between the two divisions. This study enriches the literature investigating how practitioners implement inclusive practices in ECEC, also analysing the differences between the 0–3 and the 3–6 divisions.
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SULIO, MIKE, and MATRONILLO MARTIN. "PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS." Quantum Journal of Social Sciences and Humanities 3, no. 2 (June 25, 2022): 74–92. http://dx.doi.org/10.55197/qjssh.v3i2.124.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.
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D. Sulio, Mike, and Matronillo Del Mundo Martin. "Proficiency and Approaches in Teaching Children with Learning Disabilities among Filipino Teachers." EDUCATUM Journal of Social Sciences 8, no. 1 (June 29, 2022): 114–25. http://dx.doi.org/10.37134/ejoss.vol8.1.11.2022.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers were served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.
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Vaughn, Sharon, Rebecca Zumeta, Jeanne Wanzek, Bryan Cook, and Janette K. Klingner. "Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (August 2014): 90–92. http://dx.doi.org/10.1111/ldrp.12039.

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Subbey, Michael, Nurudeen Muhammed, and Mark Gyapong. "CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS." African Journal of Education and Practice 8, no. 1 (March 28, 2022): 56–75. http://dx.doi.org/10.47604/ajep.1496.

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Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data. Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres. Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.
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E. Ecoben, Michael. "Attitudes of Special Education Teachers to Teaching in the Division of Cagayan De Oro during the COVID – 19 Pandemic." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 1–8. http://dx.doi.org/10.54476/iimrj229.

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As a result of COVID-19's massive disruption to the face-to-face educational settings, special education teachers face various challenges. They experienced difficulty adapting and responding to the academic learning needs of their learners. This article discusses the difficulties, strategies, and prospects for inclusive education faced by SPED teachers during the pandemic. Specifically, this study intended to determine the attitudes of the public special education teachers in the division of Cagayan de Oro in teaching their learners during the COVID-19 pandemic. It sought to ascertain the demographic profile of SPED teachers, their attitudes toward their students, and the programs they require for the upcoming school year. The study's outcome was a training program designed to improve their attitudes and skills for the upcoming school year. The study employed a descriptive-quantitative method of data collection, incorporating both quantitative and qualitative techniques. For this study, the frequency distribution, percentage, and standard deviation were used as statistical tools. Due to the outbreak, educational, social, and psychological challenges existed that made an impact to teachers' ability to provide pedagogical instruction via emergency remote teaching. Nonetheless, there were strategies that can assist individuals with disabilities in learning. Individuals with disabilities can benefit from online communication, homeschooling, parental engagement, psychological safety, and empathy language, all of which can assist them in continuing their educational pursuits despite the emergency. Schools must be inclusive in their policies and guidelines so that people with disabilities can benefit from the government's educational programs. The government's interventions may take into account the educational needs of disabled children. The welfare of people with disabilities should not be overlooked because they are part of future generations who can improve society. People with developmental disabilities can change the post-pandemic community if given the learning spaces and stakeholder support, they require right now to thrive amid the global crisis. They, like people with disabilities who have changed the world, can reach their full potential.
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Newcomer, Phyllis L. "Competencies for Professionals in Learning Disabilities." Learning Disability Quarterly 11, no. 3 (August 1988): 167–75. http://dx.doi.org/10.2307/1510761.

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A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.
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Klingner, Janette K., Amy Boelé, Sylvia Linan-Thompson, and Diane Rodriguez. "Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (August 2014): 93–96. http://dx.doi.org/10.1111/ldrp.12040.

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Algahtani, Faris. "The Effectiveness of Computer-Based Learning in Developing Academic Skills for Children with Intellectual Disabilities." International Journal of Childhood, Counselling and Special Education 1, no. 1 (September 2020): 79–99. http://dx.doi.org/10.31559/ccse2020.1.1.5.

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Aim: The study aimed to investigate the effect of using a computer-based program in developing academic skills (reading, writing and arithmetic) for children with mild intellectual disabilities as compared to the conventional teaching instructions. Methods: The study was conducted in intellectual institutions in Jeddah, Saudi Arabia. A randomized controlled trial design was adopted in the study to determine the impact of the intervention. The study sample was composed of boys (n = 19) and girls (n = 21) aged 6 – 10 years who were selected purposively, and randomly assigned to the experimental group and control group. The two-division experimental group one for boys (n = 8) and the other for girls (n = 12) in the experimental group was studied by using an academic skills development program or a computer-based program. Results: The results indicated that there is a positive impact of the academic skills development program, which was applied to the experimental group to improve academic skills. The reason for the absence of gender differences in academic skills for the educational program is the similarity of the educational environment and the activities used in the educational program in terms of skills, activities, training methods, similar abilities and intellectual preparations for the genders, and for their interaction with the program itself. In addition, the program corresponds to the developmental characteristics of both genders, and there are no impediments to the application of the program in both genders.
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Dissertations / Theses on the topic "Division for Children with Learning Disabilities"

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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Brown, Andrea Elizabeth. "Social competence in peer-accepted children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.

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Stein, Pamela Ann. "Correlates of manifest anxiety in children with learning disabilities." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184788.

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Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ differences, discrepancies between WISC-R Full Scale IQs and Woodcock-Johnson Psycho-Educational Battery (WJPEB; Woodcock & Johnson, 1977) achievement scores, percentage of special education intervention per day and percentage of special education per student's total school experience. A stepwise regression analysis resulted in Full Scale IQ (R² =.075) and percentage of special education per day (R² change =.050), as the only variables entered and retained in the equation to predict RCMAS Total Anxiety. The relationship between special education per day and Total Anxiety was positive (Pearson r =.27), which was opposite the hypothesized direction. When entered last in the complete prediction model, special education per day had a significant (p < .05) part correlation of.23. Full Scale IQ had a significant Pearson correlation with RCMAS Total Anxiety (r = -.27) but the part correlation (r = -.20) did not retain significance when the effects of the other predictor variables were held constant. The Learning Disabilities (LD) subject group had a mean Total Anxiety score of 50.6 (SD = 11.7), which was not significantly different than the RCMAS normative group. Separate stepwise regression analyses with outcome variables of the RCMAS factor scores identified predictor variables of Full Scale IQ, percentage of special education per day, or both as best predictors. Special education per total school experience had a significant part correlation (r = -.23) with the Physiological Anxiety factor when entered last in the complete prediction model. The need for cross-validation and further study is emphasized. Alternative explanations for the results of the present study are presented.
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Hamway, Rose Marie. "The treatment of depression in children with learning disabilities." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187150.

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Research indicates that a relationship exists between depression and impaired cognitive functioning. When depression is treated, improvements occur in cognitive functioning, both for children and adults. A great many children with LD evidence coexisting symptoms of depression, yet research is non-existent regarding the treatment of depression in special education populations and possible improvements in academic functioning. This study utilized a multiple-probe design to identify the effects of a cognitive-behavioral intervention on academic variables in four adolescent participants identified as learning disabled and depressed. Homework completion and on-task behaviors were the two dependent measures as well as pre-and post-data on the levels of depressive symptomology and self-concept. The results showed that decreasing the symptoms of depression in the participants resulted in increased homework completion and on-task behaviors in the classroom which were maintained for two weeks post-intervention. Future research is needed to evaluate the long term maintenance and generalizability of the effects of this procedure.
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Popowich, Amy J. "Peer relations of children with learning disabilities an ethnographic approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.

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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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Sielen, Heather L. "Effects of learning and communication disabilities in children with autism." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sielenh.pdf.

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Krokidis, Nicole. "Mothers in transition : children with learning disabilities transition to adulthood." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532952.

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This research project aimed to provide a more elaborate understanding of mothers' views regarding their child with learning disabilities' transition to adulthood. In particular, the researcher focused on how mothers conceptualised "transition", the role that mothers' relationships with services would play, and mothers' experiences of social structures. Individual semistructured interviews were conducted with seven mothers of young people (16-23 years) with learning disabilities; yielding information on their views and experiences of transition. Thematic analysis within a critical realist epistemological framework was utilised as an analytic methodology. Mothers' were found to conceptualise transition as a complex, life long, worrying process informed by previous experiences of transitions. Mothers considered transition to adulthood as marked by a transition to "independence"; however, the meaning of independence varied amongst the sample. Mothers' visions of their children's adult futures included ideas about social relationships, employment and development of sexuality. The transition process was positioned within important peripheral issues including mothers' predominantly negative reports of service provision, with some helpful exceptions and resources available to mothers external to service provision. Mothers' commitment to their children was demonstrated throughout the data, and was often spoken about in terms of "fighting talk" whereby mothers were campaigning for improved service provision. The implications for professionals working with mothers are to improve partnership working with mothers in preparing for transition and improving service provision more generally. A recognition by services of mothers' needs and alternative identities aside from their role as "maternal caregiver" is recommended.
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Poulsen, John Christian S. "Efficacy of drama-based teaching on children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34693.pdf.

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Books on the topic "Division for Children with Learning Disabilities"

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1954-, Wilson Mike, ed. Disabilities affecting learning. Detroit: Greenhaven Press, 2009.

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Katy, Cigno, ed. Learning disabilities in children. Oxford: Blackwell Science, 2000.

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Almonte, Paul. Learning disabilities. New York: Crestwood House, 1992.

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Sharon, Gunton, ed. Learning disabilities. Detroit, MI: Greenhaven Press, 2008.

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Davis, John M., and Jessica Broitman. Nonverbal Learning Disabilities in Children. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8213-1.

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Caplan, Paula J. Teaching children about learning disabilities. Toronto, Ont: Green Dragon Press, 1990.

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L, Wong Bernice Y., ed. Learning about learning disabilities. San Diego: Academic Press Inc, 1991.

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L, Wong Bernice Y., ed. Learning about learning disabilities. San Diego: Academic Press, 1991.

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Parks, Peggy J. Learning disabilities. San Diego, CA: Daniel A. Leone, 2009.

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Bryan, Tanis H. Understanding learning disabilities. 3rd ed. Palo Alto, Calif: Mayfield Pub. Co., 1986.

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Book chapters on the topic "Division for Children with Learning Disabilities"

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Taylor, Ronald L., and Les Sternberg. "Students with Learning Disabilities." In Exceptional Children, 35–60. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Learning Disabilities." In Exceptional Children, 61–90. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Leong, Che Kan. "Diagnosis for Learning in Children with Special Needs." In Understanding Learning Disabilities, 49–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_5.

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Johnson, Doris J. "Issues in the Educational Programming for Learning Disabled Children." In Understanding Learning Disabilities, 111–26. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_9.

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Keogh, Barbara K. "Learning Disabilities in Preschool Children." In Diagnosis and Management of Learning Disabilities, 19–33. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7272-9_2.

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Bogdanowicz, Marta. "Therapeutic Care of Children with Reading and Writing Difficulties in Poland." In Understanding Learning Disabilities, 263–67. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_23.

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Silva, Phil A., Ian Stewart, Coralie Kirkland, and Anne Simpson. "How Impaired are Children who Experience Persistent Bilateral Otitis Media with Effusion?" In Understanding Learning Disabilities, 27–37. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_3.

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Eddy, Linda L. "Common Developmental/Learning Disabilities." In Caring for Children with Special Healthcare Needs and their Families, 57–70. West Sussex, UK: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118783290.ch3.

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Pearl, Ruth, and Mary Bay. "Psychosocial Correlates of Learning Disabilities." In Handbook of Psychosocial Characteristics of Exceptional Children, 443–70. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-5375-2_17.

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Davis, John M., and Jessica Broitman. "Introduction and Overview." In Nonverbal Learning Disabilities in Children, 1–2. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8213-1_1.

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Conference papers on the topic "Division for Children with Learning Disabilities"

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RANI, Dr UMA. "Children with Learning Disabilities and Normal School Going Children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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Przybysz, Débora Cristina, Ana Chrystina Crippa, Isac Bruck, Ana Paula Lopes Luiz, and Ana Paula Dassie Leite. "Speech disorders in children with learning disabilities." In SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774492.

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Ahmad, Wan Fatimah Wan, Emelia Akashah P. Akhir, and Sarah Azmee. "Game-based learning courseware for children with learning disabilities." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561303.

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Tuna, Ayse. "ASSISTIVE TECHNOLOGY TOOLS FOR CHILDREN WITH LEARNING DISABILITIES." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.007.

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Watanabe, Yukako, Yoshiko Okada, Hirotaka Osawa, and Midori Sugaya. "Digital play therapy for children with learning disabilities." In HAI '14: The Second International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2658861.2658918.

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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.
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Dudakovic, Fran, Marin Maskarin, Vjekoslav Matecic, Lucija Razenj, Zeljka Car, Ivana Rasan, and Matea Zilak. "Learning Colors - Application for Children with Developmental Disabilities." In 2018 International Symposium ELMAR. IEEE, 2018. http://dx.doi.org/10.23919/elmar.2018.8534588.

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Khayat, Ghada A. El, Tamer F. Mabrouk, and Adel S. Elmaghraby. "Intelligent serious games system for children with learning disabilities." In 2012 17th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2012. http://dx.doi.org/10.1109/cgames.2012.6314547.

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Vilasini, V., B. Banu Rekha, V. Sandeep, and Vishnu Charan Venkatesh. "Deep Learning Techniques to Detect Learning Disabilities Among children using Handwriting." In 2022 Third International Conference on Intelligent Computing Instrumentation and Control Technologies (ICICICT). IEEE, 2022. http://dx.doi.org/10.1109/icicict54557.2022.9917890.

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Rakap, Salih. "PARENTING CHILDREN WITH DEVELOPMENTAL DISABILITIES DURING COVID-19 OUTBREAK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2359.

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Reports on the topic "Division for Children with Learning Disabilities"

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Cummings, Rachel, and María José Luengo-Prado. The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics. Federal Reserve Bank of Boston, August 2023. http://dx.doi.org/10.29412/res.wp.2023.07.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, Romayne Javangwe, Saku Tuominen, Danny Gilliland, and Lasse Leponiemi. Spotlight on quality education for all during Covid-19 crisis. HundrED, April 2020. http://dx.doi.org/10.58261/ciad8546.

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HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a collection of 30 simple, yet effective solutions that help parents, teachers and children navigate through the plethora of challenges facing education during the pandemic. From the opportunity for teachers to form much stronger connections with parents, students (especially for students with disabilities) to challenges of untrained teachers and lack of access to digital learning resources, the report has plentiful insights and resources.
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Learning Disabilities and Young Children: Identification and Intervention. Rockville, MD: American Speech-Language-Hearing Association, 2007. http://dx.doi.org/10.1044/policy.tr2007-00307.

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How to improve hospital care for children with learning disabilities. National Institute for Health Research, December 2022. http://dx.doi.org/10.3310/nihrevidence_55455.

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General hospital care for children with learning disabilities has scope for improvement. National Institute for Health Research, September 2018. http://dx.doi.org/10.3310/signal-000645.

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