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Dissertations / Theses on the topic 'Learning difficulties'
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1
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.
2
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.
3
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.
7
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.
10
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.
11
Owens, Janine. "People with learning difficulties and their healthcare encounters." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/15167/.
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This study aims to explore the healthcare experiences of people with learning difficulties and their carers. This area has become highly topical as a result of recent national health and social care policies that have emphasised the social inclusion agenda and the right of individuals to have a say in decisions that directly affect their health and wellbeing. This study exposes tensions between individual and social models in accounting for the healthcare experiences of people with learning difficulties. The decision-making process is complex and traditionally many people with learning difficulties have been judged incompetent to make their own healthcare decisions. However, the recent Mental Capacity Act 2005 proposes that people with learning difficulties should, like other people, be presumed to be competent (to make decisions) unless there are strong contraindicators. This proposition is tested in the study. To capture the voices of people with learning difficulties, particularly those with limited articulacy and no speech, ethnographic and narrative methods are used to include voices that may otherwise remain unheard. These methods were informed by a constructivist approach that involved working as closely as possible with informants in order to reach a shared understanding of their experiences. Recent policy proposals suggest that all parties within the healthcare encounter need to work 'in partnership' and 'collaboratively' to provide a more 'person-centred' healthcare encounter for people with learning difficulties. An attempt is therefore made to deconstruct these ideas and to examine what light they shed on the lived experiences of people with learning difficulties in relation to their healthcare encounters in mainstream and specialist services. The study can be seen as adding to the growing literature about the lived experiences of people with learning difficulties, to narratives about their everyday lives, to a questioning of tacit assumptions by staff about capacity and best interest, and to the power struggles people with learning difficulties continue to face in their everyday lives. The findings also demonstrate how situational and contextual factors mediate experiences, re-emphasising the importance of the social model of disability.
12
Newberry-Tarrier, Susan Jane. "Computerised decision support for people with learning difficulties." Thesis, Keele University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356996.
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Todd, Nicole Ann. "Support teachers, learning difficulties and secondary school culture." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/45779/1/Nicole_Todd_Thesis.pdf.
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This thesis will report on mixed method research which examined secondary Support Teachers Learning Difficulties (STLDs) and their modes of operation in New South Wales (NSW) government schools, Australia. Four modes of operation were identified in the literature as consultancy, team teaching, in-class support and withdrawal. An additional area of other duties was also included to examine the time when STLDs were not functioning in the four identified modes of operation. NSW government policy is in keeping with the literature as it recommends that STLDs should spend the majority of their time in consultancy and team teaching while in class with a minimum of withdrawal of students from their main classrooms for individual or small group instruction. STLDs, however, did not appear to be functioning in the recommended way. A number of factors identified in the literature, which may influence the modes of operation, can be grouped under the heading of school culture thus this research involved the examination of the effects of school culture on the modes of operation with the aim of expanding our understanding of the functioning of STLDs and providing suggestions for improvement. The theoretical base of social constructionism has informed this research which included survey and case study methods. Case studies of the STLDs in three secondary schools led to the conclusion that, in conjunction with factors such as flexibility and commitment, the involvement of the STLD in a sub-culture of learning support may lead to functioning in the recommended modes of operation.
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Hadjikakou, Eleni C. "Investigating aspects of using 'standard' information technology to help children with learning difficulties/specific learning difficulties in primary schools in Cyprus." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286002.
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Chung, Kwai-mo, and 鍾貴武. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960820.
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Chung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.
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Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.
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Lappas, Nicolaos J. "Specific learning difficulties in Scotland and Greece : perceptions and provision." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2136.
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In this thesis I set out to explore the area of specific learning difficulties, an area of conflicting theories, understandings, policies and provision. The purpose of this comparative research in such a heavily debated area was to illuminate the commonalities and differences which can be observed across countries. Comparative research in a policy related area has a long tradition. However, Greece and Scotland provided two different cultural and educational backgrounds which made the comparisons particularly interesting. The nature of, as well as the provision for, specific learning difficulties is investigated in this research through the eyes of those involved. The perceptions of policy agents, head teachers, learning support teachers, mainstream teachers, parents and pupils, as well as the underlying constructs evident in policy documentation and literature in both countries, provided the data on which this thesis was based. This thesis seeks to compare current policies and provision in Scotland and Greece, to investigate the discrepancies between policy and provision, to highlight the differences in perceptions about the nature of specific learning difficulties among the different groups within and between the countries, and to identify factors which might have influenced these perceptions and the current provision. In addition, as both countries are members of the European Union, the impact that the EU had in forming the current policies or provision is also examined. The case-study schools were selected by policy agents in Scotland and from a list provided by the Ministry of Education in Greece. Case-study pupils were selected by the learning support teachers of the schools selected, or the head teachers using the learning support teachers files. The aim was that no preconceptions held by the researcher about the nature of specific learning difficulties influenced the selection of the case-study schools and/or pupils, consistent with the ethnographic principles of investigation. The data was gathered through semi-structured interview schedules which, although they maintaineda structure, allowed the respondents to play the leading role. The interviews were supported by observation of the case-study pupils, from which examples were drawn to use as exemplification during the interviews. Relevant policy documents and literature, not only those explicitly about specific learning difficulties but also those rather more generally about special educational needs were also studied and compared with the constructs held by professionals and consumers. The findings of this study indicated that culture, societal and educational context had influenced the perceptions of, and the provision for, specific learning difficulties. This was highlighted by the fact that the differences among the various groups within the same country were substantially less distinctive than those between Scotland and Greece. These differences highlighted the `inclusive' Scottish society, supporting the notion of `rights' of individuals, whilst in Greece the attitudes were focused on `exclusion' and the `protective' role of the family. The educational systems also played a significant role; the Greek system is heavily hierarchical, with a prescriptive curriculum based on knowledge and delivered by common-to-all books which focus on the `average' child. In contrast, the Scottish system has been characterised as task-oriented and able to differentiate according to children's needs. In addition, the Scottish curriculum is designed for all pupils, and includes guidelines for 'support for learning' targeted at those with special educational needs. The distinctiveness of the Greek and the Scottish societies and educational systems was reflected in the different understandings of special educational needs. In Scotland, they were seen as a continuum of needs including specific learning difficulties. In relation to specific learning difficulties the location of problems was perceived to be to a large extent within the learning environment and, in conjunction with the dominance of the `rights' discourse, responsibilities were placed explicitly on mainstream and head teachers as well as learning support. The latter's role was perceived as co-operative teaching and consultancy. In Greece, concerns were raised about the system itself and its limitations. Characteristics of this system were the lack of clear responsibility on the part of head teachers, and the lack of co-operation between learning support teachers (regarded as responsible for specific learning difficulties) and mainstream teachers. The construct of special educational needs as set of categories of impairment, the distinctive special and general education systems, the provision for specific learning difficulties in 'special classrooms' and the locus of the problem perceived to be within the child, all reflected the dominant position of the 'medical and charity' discourses in the society. In conclusion, although the aim of the education systems has been stated as being `inclusive' education in both Greece and Scotland, I argue that the two countries are at different points, closer or further apart, from their goal. However, the complexity of the various factors involved in the educational development of the two countries presented in this thesis makes a linear comparison a simplistic one, and hence unsuitable. Nevertheless, as both Greece and Scotland reiterate their objective towards "one school for all", a goal set also by the EU, the latter's impact in Greece is stronger. EU acts through its role as `expert' and co-ordinator of exchanges and by funding projects to support inclusive education. This comparative research has indicated how studies of this kind can raise the awareness of the impact of characteristics of national societies on an area of education which has common rhetoric ('inclusion') across countries but where practice and provision can look very different `on the ground'.
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FitzGerald, Christina. "Sexuality and sexual identity in women with learning difficulties." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418506.
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Ames, John Robert. "Overcoming writing output difficulties for students with learning differences." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52192.
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This thesis was designed to identify teachers’ perceptions of the reasons for student learning
differences regarding essay writing output difficulties, with the aim of proposing resolutions and strategies for overcoming them. The thesis first reviewed previous writing instruction methods exploring common difficulties learners, especially those with learning differences, experience mastering formal written essay expression. Second, the thesis reviewed seventeen writing interventions with measured efficacy, grouping them as effective, non-effective, and in the case of two interventions, non-measured strategies. Third, the thesis addressed reasons for researching writing instruction in a large school district in British Columbia, the North Vancouver School Board, in order to compare similarities and contrasts to instructional practices found in other educational jurisdictions identified in the reviewed literature. In facilitating this research, expert answers were sought from four North Vancouver secondary school teachers identifying 'best practices' of teaching writing to students. The research results showed that common themes across teachers’ responses were in the areas of modeling writing, community of learners, student autonomy, affect and writing, differentiated learning, rubric use, portfolios and specific authors and titles in film, novels, poetry, drama and internet blogs. The findings revealed overlaps and differences in approaches to writing instruction compared to the literature reviewed and the author's personal writing instruction experiences.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Jones, Elly. "Identity formation in adolescents with and without learning difficulties." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506175.
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Hamilton, Christopher Lewis. "Promoting child-care skills among parents with learning difficulties." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2271.
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The investigation was designed to evaluate a training intervention to increase child-care skills among parents with learning difficulties. Twenty six participants took part in the study. These were divided into three groups: group “A”, experimental group (n=8), group “B”, experimental group (n=8) and group c, control group (n=10). Training consisted of six one hour sessions conducted in the parents' home over a period of six weeks. The ability of parents to acquire and maintain knowledge of basic behavioural principles was examined and behavioural outcome measures were taken to test for the application and generalisation of the knowledge in question. The impact of the intervention on the parent-child relationship was also evaluated and parental stress levels were recorded throughout the investigation. The findings suggest that parents with learning difficulties are able to acquire and maintain knowledge of basic behavioural principles as they apply to children. Their ability to transform knowledge into skill however, is less clear with no , significant behavioural changes being recorded and no evidence of generalisation. The impact of the intervention on the parent-child relationship suggests that parents' adjustment towards their children following intervention had improved. Stress levels among parents in all three groups were relatively high. These levels for the experimental groups however, increased significantly during the intervention. These findings are discussed in relation to past research and their respective hypotheses. Their implications for present practice and future research are also reviewed.
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Almeqdad, Qais Ibrahim. "Self-explanation and explanation in children with learning difficulties." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612344.
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Neto, Francisco Tavares da Rocha. "Difficulties in learning operative integer numbers in elementary school." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5569.
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The present works aimed to identify the causes that make students to have difficulties in the study of integer numbers, verifying accurately the up to what level
they manage property that number system, as well to seize the most popular mistakes made by students. In the first part, we offer theoretical bases supported by
opinions of authors about the subject. Included in the first part is also a brief history about the evolution of the integer number system, in particular who it appeared, when it started being used, who mathematicians organized the integer numbers system, the origin of the symbols (+) plus and (-) minus. Also in this first part there are
comments by authors regarding mathematics education, where they try to justify the low rate of learning in such a discipline. We comment on possible causes of the low
performance of students in class and to whom one should blame: Teacher? Student? Educational system? School? For some authors, the success of learning depends a
bit on all of these factors, thus teachers, students, educational system and school ought to do their part. Through the didactical strategies suggested, we can
understand how the learning process happens and in which situation a student seize the knowledge. In the second part of this work, we perform a research with 100
students from four schools in Fortaleza, making use of two different evaluations. Students are required to ordinate, classify and operate integer numbers. We show the teacherâs methodology, the obstacle faced by students when operating with integer numbers, an analysis of the difficulties in the study of integer numbers,
keeping track of the mistakes in order to identify the most often ones in each school and afterwards combat them. Some conclusions, based on the sample data, are
delivered at the end of this work, offering also some methodological tools.O presente trabalho teve como finalidade identificar as causas que levam os alunos a terem dificuldades com o estudo dos nÃmeros inteiros, verificando atà que ponto eles operam adequadamente com o sistema desses nÃmeros, bem como conhecer erros e acertos mais frequentes cometidos pelos alunos. Numa primeira parte temos uma fundamentaÃÃo teÃrica, onde constam as opiniÃes de alguns autores sobre o assunto. Nela apresentamos uma breve histÃria da evoluÃÃo dos nÃmeros inteiros, como sugiram e em que Ãpoca comeÃaram a serem usados, como os matemÃticos organizaram o sistema dos inteiros, a origem dos sinais (+) positivo e ( - ) negativo. Consta ainda nessa parte, o que os autores comentam sobre o ensino de matemÃtica, onde estes tentam justificar as causas da baixa aprendizagem dessa disciplina. Nela comentamos sobre os possÃveis responsÃveis pelo baixo rendimento dos alunos em sala de aula e a quem seria atribuÃda a responsabilidade: Ao professor? Ao aluno? Ao sistema? A escola? Para alguns autores, a aprendizagem depende um pouco de cada um destes, onde professor, aluno, sistema e escola, devem fazer sua parte. AtravÃs das propostas didÃticas sugeridas, podemos compreender como se dà a aprendizagem e em que situaÃÃo o aluno tem a aquisiÃÃo do conhecimento. Numa segunda parte à feita uma pesquisa com 100 alunos de quatro escolas de Fortaleza com a utilizaÃÃo de duas avaliaÃÃes, onde os alunos sÃo levados a ordenar, classificar e operar com nÃmeros inteiros. Ainda nessa parte mostramos a metodologia dos professores, os obstÃculos encontrados nas operaÃÃes com nÃmeros inteiros, a anÃlise das dificuldades, verificando que o uso de regras se mostra como o grande causador dos erros. O objetivo da pesquisa foi de conhecer as causas das dificuldades no estudo dos inteiros, com o levantamento dos erros de forma a se conhecer os tipos mais encontrados em cada escola e em seguida, confrontÃ-los. No final do trabalho, foram feitas algumas conclusÃes a respeito dos dados obtidos e apresentados alguns recursos metodolÃgicos.
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Kale, Amy L. (Amy Louise). "Filial Therapy with Parents of Children Experiencing Learning Difficulties." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278615/.
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This study was designed to determine the effectiveness of the Landreth 10-week filial therapy model as an intervention for the parents of children experiencing learning difficulties.The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of children with a learning difficulty; 2) reducing the stress level of parents of children with learning difficulties; 3) decreasing social problems and total behavior problems of children with learning difficulties as reported by parents and teachers.
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Middleton, Vireen. "Defining scaffolding in the context of specific learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/49320/.
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Gauntlett, David A. "A study of specific learning difficulties in tertiary education." Thesis, Open University, 1987. http://oro.open.ac.uk/56996/.
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This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.
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Wong, Tang-tat Rodney, and 黃騰達. "Computer assisted learning: an examination ofpractices in schools for children with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957560.
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Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.
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This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
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Ali, Majid. "Perceptions of learning difficulties : a study examining the views of Pakistani and white chldren with learning difficulties, their parents, peers and school staff." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/729/.
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This research investigates cultural differences and similarities in the perceptions of four British Pakistani and four British white children aged eleven with learning difficulties. This is pursued through four main aims that examine how aware pupils are of their learning difficulties; how they and their significant others perceive their learning difficulties; how they respond to key labels used to refer to them; and to what extent there are cultural differences and similarities between the two groups of pupils. This work has been carried out because there is currently limited research in this area. The pupils’ views are explored in two contrasting Bradford (West Yorkshire) primary schools where the cultural population is either predominantly Pakistani or white. A variety of data collection methods, including semi-structured interviews, a self-image profile, focus group interviews and observations have been used to collect data. The findings indicate that there are more commonalities between the Pakistani and white cultures than there are differences, for example although Pakistani and white children enjoy coming to school and want to do well, they are unhappy, embarrassed, and humiliated about having a learning difficulty and hence face these additional pressures in school. Pakistani children expressed more of an interest in attending university and then embarking on professional careers compared to white children. Peers of average/higher ability perceive children with learning difficulties to be more prone to bullying, slow learners, unpopular and these peers have low expectations of what the children with learning difficulties are able to do. Staff view children with learning difficulties as lacking in confidence and selfesteem, experiencing unhappiness, having a low self-image, working at a slower pace and often lacking motivation. The implications of this research indicate that schools needs to raise the selfesteem and confidence of children with learning difficulties, so that these children are able to view their learning difficulty in a positive way. Schools need to be aware of the pressures that children in the low ability groups face, and schools therefore need to maintain a balance in providing children with a basic skills curriculum matched to the individual needs of children and yet continue to promote their personal development and well-being.
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Welch, James Simon. "Development and Preliminary Validation of the Adult Learning Experiences Scale for Adults with Language-Related Learning difficulties." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367405.
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The nature and impact of psychosocial issues experienced by adults with LD is not a well-researched area. Within the existing literature, several studies have highlighted the enduring emotional and social effects of LD in adulthood, including low self-esteem, reduced self-efficacy and interpersonal difficulties. However, there are various methodological issues that affect the conclusions that can be drawn from these studies, which limits the knowledge base and practical application of findings in this area. Currently, there is no measure that has been specifically designed and validated to assess the psychological functioning of adults with LD. To address this significant shortcoming, the broad objective of this research was to develop, pilot and evaluate the reliability and validity of the Adult Learning Experiences Scale (ALES). The ALES was designed to measure the distinct but inter-related constructs of personal appraisals (academic self-efficacy, situational cognitions and general beliefs), emotional reactions and coping and compensatory behaviours, which were considered most relevant to the psychological functioning of adults with language-related learning difficulties (LRLD).Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Al-Khashrami, Sahar Ahmad. "Integration of children with special needs in Saudi Arabia." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264586.
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Kenney, Laurence P. J. "Flight simulator for special educational needs." Thesis, University of Salford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357202.
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Daniels, Harry. "An enquiry into different forms of special school organization : pedagogic practice and pupil discriminations." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006549/.
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Moström, Jan Erik. "A study of student problems in learning to program." Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-48216.
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Programming is a core subject within Computer Science curricula and many also consider it a particularly difficult subject to learn. There have been many studies and suggestions on what causes these difficulties and what can be done to improve the situation. This thesis builds on previous work, trying to understand what difficulties students have when learning to program. The included papers cover several areas encountered when trying to learn programming. In Paper I we study how students use annotations during problem solving. The results show that students who annotate more also tend to be more successful. However, the results also indicate that there might be a cultural bias towards the use of annotations. Not only do students have problems with programming, they also have problems with designing software. Even graduating students fail to a large extent on simple design tasks. Our results in Paper II show that the majority of the students do not go beyond restating the problem when asked to design a system. Getting stuck is something that most learners experience at one time or another. In Paper III we investigate how successful students handle these situations. The results show that the students use a large number of different strategies to get unstuck and continue their learning. Many of the strategies involve social interaction with peers and others. In Papers IV, V, and VI we study what students experience as being key and threshold concepts in Computer Science. The results show that understanding particular concepts indeed affect the students greatly, changing the way they look at Computer Science, their peers, and themselves. The two last papers, Papers VII and VIII, investigate how researchers, teachers and students view concurrency. Most researchers/teachers claim that students have difficulties because of non-determinism, not understanding synchronization, etc. According to our results the students themselves do not seem to think that concurrency is significantly more difficult than any other subject. Actually most of them find concurrency to be both easy to understand and fun.Programmering har en central roll i datavetenskapliga utbildningar. Många anser att programmering är svårt att lära sig. Ett stort antal studier har undersökt vad som orsakar dessa svårigheter och hur det är möjligt att övervinna dem. Denna avhandling är en del av denna forskning. Artiklarna i avhandlingen undersöker vilka problem som studenterna stöter på under sina programmeringsstudier. Artikel 1 beskriver hur studenter använder sig av annoteringar vid problemlösning. Resultaten visar att studenter som gör många annoteringar tenderar att prestera bättre. Resultaten antyder också att det kan finnas kulturella skillnader i hur ofta annoteringar används. Studenter har inte bara problem vid programmering, de har också problem med att utforma programvarusystem. Även sistaårsstudenter misslyckas till stor del att utforma lösningar för relativt enkla system. Resultaten i Artikel II visar att majoriteten av studenterna inte kommer längre än en omformulering av problemet. Att inte förstå ett koncept eller en specifik detalj är något som alla studenter stöter på då och då. I Artikel III undersöker vi hur framgångsrika studenter hanterar en sådan situation. Resultaten visar att studenterna använder sig av ett stort antal olika strategier för att få en förståelse för konceptet/detaljen. Många av de redovisade strategierna bygger på en social interaktion med andra. Artiklarna IV, V och VI utforskar vad studenterna uppfattar som nyckelkoncept inom datavetenskap och hur förståelsen av dessa koncept påverkar dem. Resultaten visar att förståelsen av vissa specifika koncept kan göra att studenterna ändrar hur de ser på datavetenskap, kollegor och sig själva. I artiklarna VII och VIII undersöker vi hur forskare, lärare och studenter ser på de problem studenter har vid jämlöpande programmering. De flesta forskare och lärare hävdar att studenterna har problem med att förstå icke-determinism, synkronisering, etc. Våra resultat visar dock att studenterna inte själva tycks anse att jämlöpande programmering är signifikant svårare än andra ämnen. Tvärtom, de flesta anser att jämlöpande programmering är både lätt att förstå och roligt.
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Cleeton, G. "Development and application of a theory of learning barriers." Thesis, Keele University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306150.
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Megee, Michael Edwin. "An approach to music teaching with people with learning difficulties which emphasises collaborative learning." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296235.
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Wong, Tang-tat Rodney. "Computer assisted learning : an examination of practices in schools for children with learning difficulties /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14014646.
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Wold, James B. "Difficulties in learning English as a second or foreign language." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.
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Zygmantas, Janete. "Adult Newcomers’ Difficulties in Learning Lithuanian: an Ethnographic Case Study." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110630_134054-57360.
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The main research problem of this doctoral dissertation, designed as an ethnographic case study, based on the philosophical principles of critical pedagogy,
lies in answering the following questions: What theoretical framework may be used to investigate adult newcomers’ difficulties in learning Lithuanian in the host country? Are there any foreign/second language education approaches that are conductive to learning in adulthood? Do these approaches facilitate the development of a communicative competence, facilitating learners‘ inclusion in the new society through language?
The research is aimed at identifying adult newcomers’ difficulties in learning Lithuanian, at a basic level of studies, in the host country.
Having used the grounded theory and qualitative data gathering methods, the perceived difficulties were analyzed in the light of the causal attribution theory. The total of 840 categories of learning difficulties were classified into two groups: 1) the environment (external) factors (522 / 62 %) – lack of appropriate educational resources, Lithuanian as a system, non-participation in society; classroom activities and task complexity; and 2) the learner (internal) factors (318 / 38 %) – lack of ability, confidence or effort.
Along with a thick description of the socio-cultural context, a critical analysis of the Lithuanian language materials, activities and tasks was done, based on adult foreign/second language education theories.
Based on analytical (theoretical)... [to full text]Anglų kalba parengta daktaro disertacija – tai etnografinis atvejo tyrimas, grindžiamas filosofiniais kritinės pedagogikos principais. Darbo mokslinė problema siekia ieškoti atsakymų į klausimus: koks teorinis pagrindas būtų tinkamiausias analizuojant suaugusiųjų, atvykstančių į Lietuvą, lietuvių kalbos mokymosi sunkumus? Kokie didaktiniai kalbų mokymosi modeliai būtų tinkamiausi šiai suaugusiųjų grupei, siekiančiai išsiugdyti komunikacinę kompetenciją, reikalingą jų sėkmingai socialinei integracijai Lietuvoje? Tyrimo tikslas – identifikuoti suaugusiųjų, atvykusių į Lietuvą, lietuvių kalbos mokymosi sunkumus išryškinant jų sąsajas su socio-kultūrinio konteksto (makro, mezo ir mikro aplinkos) veiksniais. Taikant grounded teorijos metodologiją ir įvairius kokybinių duomenų rinkimo metodus buvo surinkti empiriniai duomenys. Tiriamųjų suvokiami lietuvių kalbos mokymosi sunkumai buvo analizuojami kauzualinės atribucijos teorijos šviesoje. Išskirta 840 mokymosi sunkumų kategorijų, kurios buvo klasifikuojamos. Dauguma (522 / 62 proc.) mokymosi sunkumų priskiriama: 1) išorinių aplinkos (besimokančiųjų nevaldomų) veiksnių grupei (tinkamų mokymosi šaltinių stoka; lietuvių kalbos sistemos sudėtingumas; galimybių dalyvauti integracijos į visuomenę procese stoka; pamokinės veiklos ir mokymosi užduočių sudėtingumas; 2) besimokančiojo (vidinių) veiksnių grupei – 318 / 38 proc. (mokymosi gebėjimų, pasitikėjimo jėgomis, pastangų stoka). Atlikta mokymosi priemonių, naudojamų mokymui, analizė... [toliau žr. visą tekstą]
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Humber, Lee Anderson. "Theorising work : investigating the employment of people with learning difficulties." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551580.
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Paid employment for people with learning difficulties became central to social inclusion agendas over the period of Labour governments between 1997 and 2010. This found its clearest expression in Valuing Employment Now (2009) the first policy document in UK history to specifically focus on the role of employment in the lives of people with learning difficulties. This thesis tests the validity of the claims made in this and other policy documents seeking to embed the idea that employment supports social inclusion. The overarching research question addressed by the thesis is: Is employment a vehicle for social inclusion for people with learning difficulties? Using a qualitative multi-method approach, this question is explored through an analysis of how policy has informed practice over time; the extent to which young people with learning difficulties are prepared for employment; what employment means to people with learning difficulties; and how the identities associated with people with learning difficulties influence inclusion through employment. The thesis analyses relationships between structure and agency in the specific context of learning difficulties and employment. The thesis investigates how employment for people with learning difficulties has been contextualised by policy, service provision and ideologies over time. It interrogates how people with learning difficulties have interpreted this policy- provision-ideas context, and attempted to negotiate it. The thesis analyses the extent to which people with learning difficulties consider employment as an opportunity for them to become involved in a process of social inclusion. In order to support this analysis, the thesis utilises concepts drawn from sociological theory, in particular the concept of structuration (Giddens, 1990). The research found that people with learning difficulties - employed and unemployed - consider employment to have the potential for social inclusion. However, as well as numerous structural barriers research also found that a combination of policy and practice over time has constructed and maintained identity 'types' (Giddens, 1990: 118) which constrain the extent to which employment can facilitate social inclusion. Further, the research found evidence that people with learning difficulties are aware of the identities they are being invited to adopt and draw on them in contradictory ways.
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Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.
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Hinchcliffe, Vivian. "The social-cognitive development of children with severe learning difficulties." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/6588.
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This thesis focuses upon the abilities of children with severe learning difficulties to contemplate the psychological states of other people, what is often referred to in the literature as 'mindreading' (Whiten and Perner, 1991). The first section contains a review of the literature on children's developing understanding of the mind and their conceptual representational abilities. This is followed by two studies investigating non-learning disabled children's abilities to attribute first-and second-order false belief. The first of these uses an adaptation of the Sally-Anne test (Baron-Cohen, et al., 1985). The second study uses an original false belief story scenario, which involves children in drama. The researcher uses a technique called 'split-briefing' to provide children with first-hand experience of first-and second-order false belief. Simplified versions of the two false belief story scenarios are then used with children with severe learning difficulties to investigate their abilities to represent first-and second-order false belief. The relationship between children's scores on belief attribution tasks and their scores on tests of non-verbal intellectual reasoning (Ravens Coloured Matrices) and receptive language ability (TROG) is also examined in this study. The third section outlines the findings of a questionnaire-based study examining parental reports of spontaneous internal state use by two groups of children: non-learning disabled children aged 1-5 years and pupils with Down's Syndrome aged 4-19 years with severe learning difficulties. 'Internal state language' is language which refers to intentions, cognitions and feeling states (Bretherton and Beeghly, 1981). This is followed by a further investigation of internal state language among a group of students with severe learning difficulties. This study uses a series of playlets written by the author to provide students with an interactive, participatory medium in which to draw their attention to people's internal states. The thesis concludes with a final statement on research into the social-cognitive development of children with severe learning difficulties, with recommendations for future research and intervention.
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Phillips, Deborah. "Women, learning difficulties and identity : a study through personal narratives." Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270760.
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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.
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Lowe, Susan. "Cognitive strategies and school participation for students with learning difficulties." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7170.
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ABSTRACT Students with learning difficulties comprise one of the main groups of children referred for assessment to Australian occupational therapists. Teachers and parents typically express concern regarding difficulty with participation during school occupations. In particular, teachers and parents describe the cognitive aspects of participation as being a challenge. While much research has focused on the concept of participation for students with physical disabilities, little is known about the impact of cognitive dimensions of a learning difficulty on school participation. There are few ecological assessments which document difficulties with the cognitive aspects of school participation relative to the expectations of task performance. Specifically, there is a lack of standardised assessments which utilise the perspectives of teachers and parents. The initial purpose of this study was to explore the concept of participation and how students with learning difficulties used cognitive strategies to participate successfully in school occupations. The second purpose of the study was to develop a teacher and parent questionnaire that might assist in the occupational therapy assessment of the cognitive aspects of a student’s school participation. A review of the literature was motivated by the need to better understand the construct of participation and to determine how best to measure cognitive strategy use as a component of school participation. The subsequent research was then carried out in three phases. Phase One explored difficulties in school participation using a longitudinal retrospective case study of one student with a learning difficulty over 13 years. In addition, 50 teachers and 44 parents were surveyed regarding participation. Data collected from this phase formed the basis of Phase Two in which a teacher and ii parent questionnaire was constructed following principles of questionnaire construction. An instrument, PRPP@SCHOOL-Version 1(Teacher Questionnaire and Parent Questionnaire), was developed which reflected theoretical and empirical descriptions of cognitive strategies and descriptors used in an existing instrument, the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis. These questionnaires, designed to form a companion instrument to the PRPP System of Task Analysis, were trialled on 355 children, referred to a private occupational therapy clinic in Greater Western Sydney. Data were analysed to determine measurement viability. Phase Three of the study comprised reliability and validity testing on the PRPP@SCHOOL-1(TQ & PQ). Intraclass correlations indicated excellent test-retest reliability with a high level of agreement for the PQ. Content validity was determined through consumer review, peer review, and an expert panel review. Discriminant validity testing confirmed that the PRPP@SCHOOL-1(TQ & PQ) was able to differentiate between typically developing students and students with learning difficulties. Construct validity was assessed. Five factors emerged from the analysis which also demonstrated that the PRPP@SCHOOL-1(TQ & PQ) was functioning as a multidimensional measure. Findings indicated that for children in this study, participation in school occupations was undermined by challenges with inefficient cognitive strategy use. Teachers and parents were able to observe and clearly identify these difficulties using the PRPP@SCHOOL-1(TQ & PQ). This research adds a companion instrument to the PRPP System of Task Analysis in the form of teacher and parent questionnaires to be used with students who experience school participation difficulties. In so doing, the research contributes to the expansion of occupation-focused, criterion-referenced ecological instruments recommended by the profession as best practice assessment.
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Weedon, Charles. "Expository reading in schools : the nature of the reader's difficulties." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329074.
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Dobbins, Michael Davitt SeaÌn. "Creating enabling learning environments for students with severe learning difficulties in a special school setting." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444477.
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Kazakoff, Annette. "Using concept mapping to scaffold learning for students who experience learning difficulties in science classes." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31810/1/Annette_Kazakoff_Thesis.pdf.
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In order to develop scientific literacy students need the cognitive tools that enable them to read and evaluate science texts. One cognitive tool that has been widely used in science education to aid the development of conceptual understanding is concept mapping. However, it has been found some students experience difficulty with concept map construction. This study reports on the development and evaluation of an instructional sequence that was used to scaffold the concept-mapping process when middle school students who were experiencing difficulty with science learning used concept mapping to summarise a chapter of a science text. In this study individual differences in working memory functioning are suggested as one reason that students experience difficulty with concept map construction. The study was conducted using a design-based research methodology in the school’s learning support centre. The analysis of student work samples collected during the two-year study identified some of the difficulties and benefits associated with the use of scaffolded concept mapping with these students. The observations made during this study highlight the difficulty that some students experience with the use of concept mapping as a means of developing an understanding of science concepts and the amount of instructional support that is required for such understanding to develop. Specifically, the findings of the study support the use of multi-component, multi-modal instructional techniques to facilitate the development of conceptual understanding with students who experience difficulty with science learning. In addition, the important roles of interactive dialogue and metacognition in the development of conceptual understanding are identified.
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Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.
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The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.