Relevant bibliographies by topics / Learning difficulties

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning difficulties"

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Barden, Owen, and Tina Cook. "Learning Difficulties." Journal of Literary & Cultural Disability Studies: Volume 15, Issue 3 15, no. 3 (August 1, 2021): 263–67. http://dx.doi.org/10.3828/jlcds.2021.22.

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Mathieson, Alex. "Learning difficulties." Nursing Standard 9, no. 5 (October 26, 1994): 17. http://dx.doi.org/10.7748/ns.9.5.17.s38.

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Fitzpatrick, Mike. "Learning difficulties scandal." British Journal of General Practice 58, no. 557 (December 1, 2008): 899. http://dx.doi.org/10.3399/bjgp08x376384.

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Snowling, Margaret J. "Specific learning difficulties." Psychiatry 4, no. 9 (September 2005): 110–13. http://dx.doi.org/10.1383/psyt.2005.4.9.110.

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Stefanidis, Vasileios, George Anogianakis, Angelos Evangelou, and Marios Poulos. "Learning difficulties prediction." International Journal of Biomedical Engineering and Technology 21, no. 2 (2016): 176. http://dx.doi.org/10.1504/ijbet.2016.077182.

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McGinley, Patrick. "Our Learning Difficulties." Irish Journal of Psychology 13, no. 3 (January 1992): 327–40. http://dx.doi.org/10.1080/03033910.1992.10557892.

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Hall, Alyson. "Specific learning difficulties." Psychiatry 7, no. 6 (June 2008): 260–65. http://dx.doi.org/10.1016/j.mppsy.2008.04.009.

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Mclean-Thorne, D. R. "Specific Learning Difficulties." School Psychology International 15, no. 1 (February 1994): 69–88. http://dx.doi.org/10.1177/0143034394151005.

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Febliza, Asyti, and Putri Ade Rahma Yulis. "Mapping learning difficulties in general chemistry course." Jurnal Pendidikan Kimia 10, no. 2 (August 31, 2018): 372–76. http://dx.doi.org/10.24114/jpkim.v10i2.10772.

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Inglis, Pamela A., and John Swain. "Men with learning difficulties doing research: challenging views of learning difficulties." Disability & Society 27, no. 3 (May 2012): 339–52. http://dx.doi.org/10.1080/09687599.2012.654986.

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Dissertations / Theses on the topic "Learning difficulties"

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Wood, Maureen, and n/a. "Personal perspectives of learning difficulties." University of Canberra. Professional & Community Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060405.154157.

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The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.
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Fitzpatrick, Maureen Teresa. "Bereavement in adults with learning difficulties." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/1834.

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Two studies were undertaken to investigate grief in adults with learning difficulties. Study one involved the construction of an observer rated grief inventory which showed good reliability and certain aspects of validity. Using the grief inventory it was demonstrated that primary carers of learning disabled adults perceived a significant change in clients post bereavement. There was no association between levels of expressive and receptive language or degree of dependency upon the deceased and grief inventory ratings. Similarly no differences were established on the basis of gender,expected/unexpected death, attendance/non attendance at funeral, maintenance/change of residence as a result of bereavement or presence/absence of religious beliefs.
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Hitt, Sara Beth, and false. "Working with Students with Learning Difficulties." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4065.

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Speer, William R. "Creating Desirable Difficulties to Enhance Mathematics Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83097.

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Durand, Marianne. "Nonverbal learning difficulties : mathematical and cognitive deficits." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424523.

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Brown, Rosemary. "Teaching adults with learning difficulties : a Rogerian approach." Thesis, University of Derby, 2001. http://hdl.handle.net/10545/283396.

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This thesis uses an evaluation of a course based on a Rogerian approach to education to challenge the efficacy of the normative/behaviourist approach, which has been used to train adults labelled as having learning difficulties. Unlike behaviourist approaches, Rogers' work seeks to empower students to become self-directed learners and claims to teach them how to become their own behaviour change agents. The research questions focused fIrstly on whether it was possible to use genumess, acceptance and empathic understanding to build the 'climate of trust' that Rogers claimed facilitates student learning (Rogers, 1983: 18) and secondly on the learning that took place in such a 'climate.' Primary data were gathered usmg participant-observation, written records and tape recordings throughout the two-year action-research programme. The evaluation took place post hoc. The evidence demonstrates that the adoption of Rogerian principles to develop the skills of communication, decision-making and self-evaluation generated a 'climate of trust' in which student learning and 'trust' became mutually reinforcing. Evidence from the second year, in the form of case studies, showed how different each individual student was, how their talents and needs varied and how they developed increased self-esteem and self-confidence. However, the Rogerian approach was not implemented without problems. His beliefs about genuineness, acceptance and empathic understanding do not recognise that the source of genuineness is the tutor's subjective values, whilst empathy requires an imaginative leap to grasp the students' subjective meaning. The tutor may well have to face dilemmas where her personal values are in conflict with her empathic understanding of her students' perspectives. Conflicts also arose between the needs of individual students and the needs of the group as a whole. Furthermore, Rogers' work largely ignores the pedagogic skills required of the tutor. In advocating breaking down the 'us and them' divide between tutor and taught, he ignores the problem of establishing a structure of legitimate authority. This was resolved by establishing a form of democratic decision making as a radical alternative to the praise/blame culture of the traditional classroom. Rogers' ideas may be utilised by tutors in ways that help students labelled as having learning difficulties drop the 'defensive strategies' (Goffinan, 1968:44) and 'facades' (Rogers, 1983:24) associated with stigma and 'spoiled identity.' The importance of 'critical events' (Woods, 1993:3) as turning points for learning following the building of trust, is highlighted. Several incidents highlighted the problems that arise for tutors who lack background knowledge of students' involvement with other professionals. This has led to unresolved issues and hence to a recommendation for more research into the potential for greater team-work. The Rogerian approach is not a formula. It engenders a climate of mutual respect where trust can grow. It is recommended to tutors working with adults labelled as having learning difficulties as it empowers them to direct their own learning and to become their own behaviour change agents.
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Jeffries, Sharman Alison. "Education-related learning difficulties and working memory functioning." Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442634.

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Scior, Katrina. "Women with learning difficulties : gendered subjects after all?" Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368220.

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Wan, Abdullah Wan Arnidawati. "Supported employment : persons with learning difficulties in Malaysia." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57458/.

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Many studies in the minority world have emphasized the potentially positive influences of supported as opposed to sheltered employment on the inclusion of persons with disabilities, including learning difficulties, into the mainstream economy and community. In 2007, Malaysia, as one of the developing countries which possesses a growing population of persons with learning difficulties, started to promote this form of employment hoping for similar outcomes. However, in the majority world where a country is designing policy for the first time and is at the relatively early stages of implementation, there has been little research to explore supported employment practices for persons with learning difficulties and offer empirical findings from real employment experiences. Thus, this thesis aims to fill this gap through providing some substantial evidence and new insights. The social theory of disability and the debates around it have been particularly influential in the past three decades. These have helped to shape the approach of this research into understanding the experiences of persons with learning difficulties in the labour market in Malaysia. The study also covers the general understanding of disability from an Islamic perspective. Theoretical approaches to career and career development are also discussed before specifically focusing on the barriers faced in accessing a working life and developing a career in paid jobs as well as achieving greater social integration. The empirical contribution of the thesis is through a study of supported employment initiated in Malaysia to enable persons with learning difficulties to work in the mainstream retail sector, and sets that experience in the context of relevant policy and practice. It aims to produce key insights into the ‘lived realities’ of employees with learning difficulties taking part in the scheme. It foregrounds their perceptions but also explores the viewpoints of government officials, managers and non-governmental organisations (NGOs) coordinators involved in the development of policy and practice relating to the scheme. The research participants were drawn from the 82 employees with learning difficulties engaged in the supported employment scheme in a retail company, together with seven managers involved with the scheme, eight government officials and three NGOs coordinators. One finding of the study is that, in general, supported employment is likely to help to reduce the stigma associated with having a disability. However, while most persons with learning difficulties believe themselves to have the ability to work in supported employment, others, including those who are providing support for their entry to the workforce, still have doubts. Notwithstanding enjoying many aspects of their working lives in supported employment, some employees face difficulties in developing interpersonal relationships in the workplace and achieving much better control of their own lives than is often assumed to result from having a job. The findings also suggest that stability in the political, economic and social environment facilitate the development of better policy in this complex area. Commitment from the company is vitally important to guarantee the success of the scheme. The existence of international policy frameworks are also helpful and cross-country collaboration has been tremendously beneficial, in particular that between Malaysian institutions and the Japan International Cooperation Agency (JICA). Further development of policy and practice is required, especially in enriching the understanding of disability issues among most government officials, managers and NGOs coordinators, taking greater account of the research evidence that points to the limited awareness of and specific knowledge about disability issues, particularly for persons with learning difficulties and their employability. The voices and views of persons with learning difficulties should also be better acknowledged in setting priorities for disability-related reform. Finally, in order to sustain and develop supported employment more effectively, there is a fundamental need to upgrade the education and training system for this group as well as to intensify collaboration between government departments.
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Kikabhai, Navin. "'Learning difficulties' and the academy : a case study." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/343401/.

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This thesis is a critical investigation of the issues around the exclusion of individuals described as having ‘learning difficulties’ from higher education participation. As a qualitative inquiry it is situated within a ‘real life’ contemporary, interpretive and rapidly changing context. Using a postmodernist conceptual framework it draws upon the work of Foucault, Deleuze and Guattari. Adopting a case study approach, it explores the insights and experiences of a group of individuals who attempted to develop an undergraduate degree programme in the performing arts. Using one-to-one interviews, focus-group interviews and participant observations, its principal findings relate to a range of exclusionary barriers; these being attitudinal, cultural, educational, employment, financial and modern higher education. Its contribution is to (critical) disability studies, research and a critique of ‘learning difficulties’. Its postmodernist framework offers a theoretical map, insights into discourses of power/knowledge, and makes transparent the competing and contradictory discursive practices, challenging dualism and tree like structures. It concludes, suggesting that ‘learning difficulties’ is a constructed and re-constructed discourse. Its relationship with higher education is a feature of modern times, which comes to light in the turn to postmodernism. It rejects understandings of ‘learning difficulties’ that have taken-on ‘beliefs’, ‘realities’, ‘practices’ and ‘truths’ associated with ‘deficit’, ‘personal tragedy’, and ‘abnormality’. Moreover, individuals labelled as having ‘learning difficulties’, despite the rhetoric of ‘widening participation’, are intentionally positioned, and beset by barriers, and silenced, and excluded from degree level participation. Therefore, it calls for a radical re-think of the notion of ‘learning difficulties’, segregated provision, access to employment in theatre, associated HE policy and legislation, and to critical questions of modern higher education participation.
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Books on the topic "Learning difficulties"

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Levete, Sarah. Learning difficulties. North Mankato, MN: Stargazer Books, 2006.

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Westwood, Peter S. Learning difficulties. Camberwell, Vic: ACER Press, 2008.

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Learning difficulties. London: Franklin Watts, 2006.

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Bushell, Roy. Specific learning difficulties. Stafford: National Association for Remedial Education, 1988.

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Organisation, Irish National Teachers'. Learning difficulties: Literacy. Dublin: I.N.T.O., 1997.

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Lombard, Gerald. Complex specific learning difficulties. Trowbridge: Lifetime Careers, 2004.

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Undertaking specific learning difficulties. Hove: Psychology Press, 1996.

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1944-, Booth Tony, Potts Patricia, and Swann Will, eds. Preventing difficulties in learning. Oxford, UK: B. Blackwell in association with the Open University Press, 1987.

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Children with learning difficulties. London: Cassell, 1990.

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Children with learning difficulties. London: Cassell, 1990.

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Book chapters on the topic "Learning difficulties"

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Glasby, Jon, and Helen Dickinson. "Learning Difficulties." In A–Z of Inter-Agency Working, 97–100. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-00533-5_35.

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Pritchard, Alan. "Difficulties with learning." In Ways of Learning, 59–93. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315460611-5.

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Chazan, Maurice. "Behavioral Aspects of Educational Difficulties." In Understanding Learning Disabilities, 127–37. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_10.

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Prior, Margot. "Introduction: Specific learning difficulties defined." In Understanding Specific Learning Difficulties, 1–20. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-1.

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Prior, Margot. "Recapitulation." In Understanding Specific Learning Difficulties, 161–65. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-9.

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Prior, Margot. "Problems with mathematics." In Understanding Specific Learning Difficulties, 41–56. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-3.

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Prior, Margot. "Diagnosis and assessment: Methods and measures." In Understanding Specific Learning Difficulties, 57–82. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-4.

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Prior, Margot. "Reading and spelling problems." In Understanding Specific Learning Difficulties, 21–40. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-2.

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Prior, Margot. "Intervention." In Understanding Specific Learning Difficulties, 129–43. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-7.

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Prior, Margot. "Neuropsychology and its uses in understanding learning difficulties." In Understanding Specific Learning Difficulties, 83–115. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-5.

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Conference papers on the topic "Learning difficulties"

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Mirmotahari, Omid, Christian Holmboe, and Jens Kaasbøll. "Difficulties learning computer architecture." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961606.

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Mascia, Maria Lidia, Gianrico Dettori, Mirian Agus, Vanessa Spiga, Maria Assunta Zanetti, and Maria Pietronilla Penna. "ACADEMIC ITALIAN STUDENTS DIFFICULTIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1654.

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Tatalović Vorkapić, Sanja, Maja Slaviček, and Duška Napijalo. "PRESCHOOL CHILDREN’S STRENGTHS AND DIFFICULTIES AS PREDICTORS OF URINARY CONTROL DIFFICULTIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0408.

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Zygouris, Nikolaos C., Filippos Vlachos, Antonios N. Dadaliaris, George I. Stamoulis, Denis Vavougios, Evaggelia Nerantzaki, and Aikaterini Striftou. "Learning difficulties screening web application." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318103.

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"Transformational Leadership: Learning and Difficulties." In 16th European Conference on Management Leadership and Governance. ACPI, 2020. http://dx.doi.org/10.34190/elg.20.050.

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Tunji-Olayeni, Patience, Lekan Amusan, Ignatius Omuh, Adedeji Afolabi, and Rapheal Ojelabi. "LEARNING DIFFICULTIES IN BUILDING MEASUREMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0432.

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Amala, Annisa Rizki, Lilis Widaningsih, and Trias Megayanti. "Vocational Students Learning Difficulties Factor in Online Learning." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.029.

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Ramadiani, Rodziah Atan, Mohd Hasan Selamat, Rusli Abdullah, Noraini Che Pa, and Azainil. "User difficulties in e-learning system." In 2016 2nd International Conference on Science in Information Technology (ICSITech). IEEE, 2016. http://dx.doi.org/10.1109/icsitech.2016.7852626.

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"Learning Difficulties in High School Physics." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v39.

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Pardanjac, Marjana, Dragica Radosav, and Snezana Jokic. "Difficulties and possibilities of distance learning." In 2009 7th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2009. http://dx.doi.org/10.1109/sisy.2009.5291133.

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Reports on the topic "Learning difficulties"

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Coxon, Astrid, Fabio Aricò, and Jeremy Schildt. The impact of Technology Enhanced Learning on students with Specific Learning Difficulties. Bristol, UK: The Economics Network, August 2020. http://dx.doi.org/10.53593/n3322a.

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Encubahre, Wossen. Technology impact assessment: the effectiveness of advanced instructional technology in remedying learning difficulties of disadvantaged youngsters in an urban setting. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.541.

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Tafere, Yisak, Louise Yorke, Pauline Rose, and Alula Pankhurst. Understanding the Influences on Girls' Primary Education in Ethiopia from the Perspectives of Girls and Their Caregivers. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/097.

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Over the past two and a half decades, significant progress has been made in relation to girls’ education in Ethiopia. However, challenges remain, particularly in terms of girls’ progression, completion, and learning, with girls in more rural and remote areas facing the greatest difficulties. Drawing on data from the RISE Ethiopia qualitative study, we explore the factors at the individual, family, school, and community levels that impact girls’ education and learning from the perspectives of girls themselves. Specifically, we include the views of 15 female students enrolled in Grades 4 and 5 of primary school and of their parents/caregivers from five different regional states in Ethiopia, and across both rural and urban locations. We situate our analysis within the context of the government’s large-scale quality education reform programme (GEQIP-E) that has a specific focus on girls’ education. Our findings highlight the importance of taking account of the heterogeneity of girls’ experiences, including the varied challenges that diverse groups of girls face, and the different challenges they may encounter at distinct stages of their educational journeys. Our findings also highlight the importance of including the perspectives of girls and their families, within the context in which they are located.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Contreras Salamanca, Luz Briyid, and Yon Garzón Ávila. Generational Lagging of Dignitaries, Main Cause of Technological Gaps in Community Leaders. Analysis of Generation X and Boomers from the Technology Acceptance Model. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4709.

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Community and neighborhood organizations are in the process of renewing the organizational culture, considering technological environments in the way of training, and advancing communally, being competitive in adaptation and learning, creating new solutions, promoting change, and altering the status quo, based on the advancement of technology over the last few years, currently applied in most organizations. The decisive factor is the ability of true leaders to appropriate the Technological Acceptance Model –TAM– principles, participating in programs and projects, adopting new technologies from the different actors involved, contributing to the welfare of each community. There is, however, a relative resistance to the use of technology as support in community management, due to the generational differences in leaders and dignitaries, according to collected reports in this study, in relation to the age range of dignitaries –Generation X and Baby Boomers predominate–. They present a challenge to digital inclusion with difficulties related to age, cognitive, sensory, difficulty in developing skills, and abilities required in Digital Technologies, necessary to face new scenarios post-pandemic and, in general, the need to use technological facilities.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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