Relevant bibliographies by topics / Learning disabled children

Academic literature on the topic 'Learning disabled children'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Learning disabled children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Contents

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

Journal articles on the topic "Learning disabled children":

1

Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bender, William N., and Lorri B. Golden. "Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children." Learning Disability Quarterly 11, no. 1 (February 1988): 55–61. http://dx.doi.org/10.2307/1511037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were higher indicating less desirable adaptive behavior and more problem behavior in the classroom. Implications of these results are presented as well as recommended use of adaptive-behavior measures for identification and the need to prepare mainstream teachers to deal with maladaptive behaviors in the classroom.
3

Silver, L. "Therapies for Learning-Disabled Children." Nurse Practitioner 12, no. 10 (October 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jacobsen, Barbara, Barbara Lowery, and Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, no. 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, Greg. "Motivation in Learning Disabled Children." British Journal of Occupational Therapy 48, no. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.
7

Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed, and Sasikumar M. "E-Learning Framework for Learning Disabled Children." International Journal of Computer Applications 63, no. 19 (February 15, 2013): 38–42. http://dx.doi.org/10.5120/10577-5703.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bender, William N. "Teachability and Behavior of Learning Disabled Children." Psychological Reports 59, no. 2 (October 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.
9

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.
10

Millichap, J. Gordon. "Behavioral Problems in Learning Disabled Children." Pediatric Neurology Briefs 13, no. 4 (April 1, 1999): 26. http://dx.doi.org/10.15844/pedneurbriefs-13-4-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Learning disabled children' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Learning disabled children":

1

Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.
2

Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
3

Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
4

Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. "Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lee, Carolyn Patricia. "Taxonomic and frequency associations in memory in learning-disabled and non-disabled children." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.
8

Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.
9

Moyer, Melynda Karol. "Criteria and Assessment Measures for Diagnosing Learning Disabled Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.
10

Walker, Stephen C. "The effects of the depth of processing and retrieval cues on the memory performance of learning disabled and non-learning disabled children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The purpose of the study was to determine whether significant differences exist between learning disabled and non-learning disabled children on memory performance for words learned in an incidental learning paradigm. Depth of processing and retrieval cue type were the treatment variables which controlled performance on a cued recall test of memory.Methodology. Thirty learning disabled and 30 non-learning disabled children in the fourth and fifth grades participated in the study. Seventy percent of the subjects were male and 30 percent were female. All subjects in the learning disabled group were tested for a severe discrepancy between potential and achievement in the area of reading prior to inclusion in the study. All subjects had IQ's not less than 1 standard deviation below the mean.Each subject was presented 32 stimulus words. All words were common concrete nouns with a reading level no greater than second grade. The stimulus words were encoded with congruent and non-congruent rhyming words and semantically congruent and non-congruent sentence frames. A cued recall test of memory was presented to each subject following the incidental learning activity. Rhyming and sentence frame cues were presented, and the subject was provided a 10 second opportunity to recall one of the stimulus words. The entire activity was presented on a microcomputer which also kept a record of the student's responses. The computer also generated a random presentation order, random ordered treatment condition for.Results. Non-learning disabled children recalled significantly more stimulus words than learning disabled children. Both groups performed significantly better on words encoded using deep level congruent semantic processing and cued with congruent semantic retrieval cues. At all levels, however, optimal performance occurred when retrieval cue type matched encoding level.Conclusions. Differential memory performance in learning disabled and non-learning disabled children can be controlled in incidental learning activities. Depth of processing affects differential memory performance. In all cases words cued with retrieval cues of the same level of processing are recalled more efficiently than those cued with recall cues of another level of processing each stimulus word, and a random ordered memory test.
More sources

Books on the topic "Learning disabled children":

1

Hosler, Virginia N. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hosler, Virginia N. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Farnham-Diggory, Sylvia. The learning-disabled child. Cambridge, Mass: Harvard University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

C, Smith Tom E., ed. Children and adults with learning disabilities. Boston: Allyn and Bacon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

MacIntyre, Christine. Play for children with special needs: Supporting children with learning differences, 3-9. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Crawley, Helen. Eating well: Children and adults with learning disabilities : nutritional and practical guidelines. Abbots Langley: Caroline Walker Trust, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wiener, Judith. Correlates of peer status in learning-disabled children. [Toronto, Ont.]: Department of Special Education, The Ontario Institute for Studies in Educatio, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Beth, Goodman, and National Legal Resource Center for Child Advocacy and Protection (U.S.), eds. Representing learning disabled children: A manual for attorneys. Washington, D.C: National Legal Resource Center for Child Advocacy & Protection, American Bar Association, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Learning disabled children":

1

Kneedler, Rebecca Dailey, and Ruth Lyn Meese. "Learning-Disabled Children." In Handbook of Behavior Therapy in Education, 601–29. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Maher, Anthony J., and Justin A. Haegele. "Teaching Students Experiencing Cognitive and Learning Difficulties in Physical Education." In Teaching Disabled Children in Physical Education, 50–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Telzrow, Cathy F. "The “So What?” Question: Intervention with Learning Disabled Children." In The Rehabilitation of Cognitive Disabilities, 191–205. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1899-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Williams, Noel H., and J. P. Das. "Variations of the Orienting Response in Learning-Disabled Children." In The Orienting Reflex in Humans, 639–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171409-44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hughes, Jackie, and Bronwyn Roberts. "Observation with Disabled Children and Adults with Learning Disabilities." In Effective Observation in Social Work Practice, 41–55. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473909625.n4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Vauras, Marja, Erno Lehtinen, Riitta Kinnunen, and Pekka Salonen. "Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children." In Contemporary Intervention Research in Learning Disabilities, 163–89. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2786-1_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

von Benzon, Nadia. "“Vulnerable” Children in “Dangerous” Places: Learning Disabled Children in Outdoor Green Space." In Risk, Protection, Provision and Policy, 1–21. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-99-6_20-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

von Benzon, Nadia. "“Vulnerable” Children in “Dangerous” Places: Learning Disabled Children in Outdoor Green Space." In Risk, Protection, Provision and Policy, 179–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-035-3_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fuertes, José L., Ángel L. González, Gonzalo Mariscal, and Carlos Ruiz. "A Framework to Support Development of Learning Applications for Disabled Children." In Lecture Notes in Computer Science, 503–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14097-6_81.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Learning disabled children":

1

Putri, Ni Luh. "Makeup Learning Model for Mentally Disabled Children." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vanjari, Nisha, Prathana Patil, and Suruchi Sharma. "Interactive Web Based Design for Learning Disabled Children." In 2019 IEEE 5th International Conference for Convergence in Technology (I2CT). IEEE, 2019. http://dx.doi.org/10.1109/i2ct45611.2019.9033620.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Thompson, Rob. "Teaching coding to learning-disabled children with Kokopelli's World." In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739705.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Valadao, Carlos, Teodiano Freire Bastos, Magdo Bortole, Victor Perim, Daniel Celino, Fauzi Rodor, Agda Goncalves, and Humberto Ferasoli. "Educational robotics as a learning aid for disabled children." In 2011 ISSNIP Biosignals and Biorobotics Conference: Biosignals and Robotics for Better and Safer Living (BRC). IEEE, 2011. http://dx.doi.org/10.1109/brc.2011.5740667.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Garzotto, Franca, and Manuel Bordogna. "Paper-based multimedia interaction as learning tool for disabled children." In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810553.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Maknun, Johar, Mokhamad Syaom Barliana, and Diah Cahyani. "Vocational Skills Learning to Build Independencies of with Physically Disabled Children." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.119.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Neumoeva-Kolchedantseva, Elena, Sergey Bykov, and Lyudmila Volosnikova. "INCLUSION ILLUSION: TEACHERS' ATTITUDES TOWARDS INCLUSION OF DISABLED CHILDREN IN WESTERN SIBERIAN SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"NEED OF EDUCATIONAL TECHNOLOGY TOOLS FOR COGNITIVE DEVELOPMENT IN INTELLECTUALLY DISABLED CHILDREN." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l026.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Khotimah, Husnul. "The Learning of Sholat (Prayer) Movement for Mentally Disabled Children through Occupational Therapy." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.64.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kulesza, Ewa Maria, Alicja Zarin, and Svetlana Yurevna Ilina. "OPINION ON INCLUSIVE EDUCATION OF TEACHERS AND PARENTS OF NON-DISABLED CHILDREN IN RUSSIA – PILOT STUDY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1768.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Learning disabled children":

1

McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2849.

Full text
APA, Harvard, Vancouver, ISO, and other styles

To the bibliography