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Автор: Grafiati

Опубліковано: 27 липня 2024

Оновлено: 28 липня 2024

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1

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

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).

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2

Macagno, Alessia, Beatrice Ragaglia, Anne Henning, and Daniela Bulgarelli. "Inclusive Approaches in Italian Early Childhood Education and Care: The View of Practitioners." Education Sciences 14, no. 4 (April 6, 2024): 385. http://dx.doi.org/10.3390/educsci14040385.

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This study presents the Italian practitioners’ perspective on the inclusion of children with disabilities in ECEC. Historically, Italy had a split system (0–3 and 3–6 divisions); only recently was the ZeroSix Integrated System established. Seven 0–3-division educators and seven 3–6-division teachers were interviewed. Their responses were analysed through a deductive content analysis, based on the eight dimensions of inclusion proposed by the European Agency for Special Needs and Inclusive Education (2017). The themes which were mainly mentioned as crucial for promoting inclusion were a child-centred approach; inclusive teaching and learning environment; inclusive social environment; and family-friendly environment. These same dimensions were also said to be challenging, together with the implementation of materials for all children. The strengths and weaknesses in inclusive processes partly differed between the two divisions. This study enriches the literature investigating how practitioners implement inclusive practices in ECEC, also analysing the differences between the 0–3 and the 3–6 divisions.

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3

SULIO, MIKE, and MATRONILLO MARTIN. "PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS." Quantum Journal of Social Sciences and Humanities 3, no. 2 (June 25, 2022): 74–92. http://dx.doi.org/10.55197/qjssh.v3i2.124.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.

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4

D. Sulio, Mike, and Matronillo Del Mundo Martin. "Proficiency and Approaches in Teaching Children with Learning Disabilities among Filipino Teachers." EDUCATUM Journal of Social Sciences 8, no. 1 (June 29, 2022): 114–25. http://dx.doi.org/10.37134/ejoss.vol8.1.11.2022.

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Анотація:

The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers were served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.

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5

Vaughn, Sharon, Rebecca Zumeta, Jeanne Wanzek, Bryan Cook, and Janette K. Klingner. "Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (August 2014): 90–92. http://dx.doi.org/10.1111/ldrp.12039.

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6

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

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Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data. Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres. Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.

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7

E. Ecoben, Michael. "Attitudes of Special Education Teachers to Teaching in the Division of Cagayan De Oro during the COVID – 19 Pandemic." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 1–8. http://dx.doi.org/10.54476/iimrj229.

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As a result of COVID-19's massive disruption to the face-to-face educational settings, special education teachers face various challenges. They experienced difficulty adapting and responding to the academic learning needs of their learners. This article discusses the difficulties, strategies, and prospects for inclusive education faced by SPED teachers during the pandemic. Specifically, this study intended to determine the attitudes of the public special education teachers in the division of Cagayan de Oro in teaching their learners during the COVID-19 pandemic. It sought to ascertain the demographic profile of SPED teachers, their attitudes toward their students, and the programs they require for the upcoming school year. The study's outcome was a training program designed to improve their attitudes and skills for the upcoming school year. The study employed a descriptive-quantitative method of data collection, incorporating both quantitative and qualitative techniques. For this study, the frequency distribution, percentage, and standard deviation were used as statistical tools. Due to the outbreak, educational, social, and psychological challenges existed that made an impact to teachers' ability to provide pedagogical instruction via emergency remote teaching. Nonetheless, there were strategies that can assist individuals with disabilities in learning. Individuals with disabilities can benefit from online communication, homeschooling, parental engagement, psychological safety, and empathy language, all of which can assist them in continuing their educational pursuits despite the emergency. Schools must be inclusive in their policies and guidelines so that people with disabilities can benefit from the government's educational programs. The government's interventions may take into account the educational needs of disabled children. The welfare of people with disabilities should not be overlooked because they are part of future generations who can improve society. People with developmental disabilities can change the post-pandemic community if given the learning spaces and stakeholder support, they require right now to thrive amid the global crisis. They, like people with disabilities who have changed the world, can reach their full potential.

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8

Newcomer, Phyllis L. "Competencies for Professionals in Learning Disabilities." Learning Disability Quarterly 11, no. 3 (August 1988): 167–75. http://dx.doi.org/10.2307/1510761.

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A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

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9

Klingner, Janette K., Amy Boelé, Sylvia Linan-Thompson, and Diane Rodriguez. "Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (August 2014): 93–96. http://dx.doi.org/10.1111/ldrp.12040.

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10

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

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

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11

Laser, Andrea, Serra Acar, Karen H. Brown, Katherine B. Green, Lindsey A. Chapman, Chelsea T. Morris, Lauren Hart Rollins, et al. "Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs." Journal of Special Education Preparation 4, no. 1 (May 1, 2024): 68–84. http://dx.doi.org/10.33043/7959d86z.

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The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC’s Recommended Practices (RPs). These strategies are shared through a “spiraling curriculum” framework, and progress from an awareness level to reflection of candidates’ own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

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12

Singh, Dr Jagjeet. "ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A QUALITATIVE ANALYSIS FROM TEACHER’S PERSPECTIVE." Global International Research Thoughts 11, no. 1 (June 30, 2023): 6–10. http://dx.doi.org/10.36676/girt.2023-v11i1-02.

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The primary goal of this study is to better understand the challenges that special education (SPED) teachers in the City Division of Ilagan Isabela, Philippines experience when trying to help students who have difficulty learning new content. Purposive sampling was used to identify the 15 special education teachers who agreed to take part in the study as respondents. Educator challenges were identified by use of the Qualitative Research Method (QRM). The data was analysed using a thematic approach. Five distinct themes emerged from the analyses of the key informants' collective descriptions of the difficulties they face in their roles as SPED teachers: selecting an appropriate strategy and motivation; identifying individual needs; finding the job challenging but fulfilling; accepting and having patience with students; and respecting students' rights. The majority of teachers who assist students with learning disabilities have never taken a course on special needs education. Since this is the case, they feel unprepared to teach students with learning impairments. Furthermore, teachers who are given the task of instructing children in SPED classrooms often lack the strategies essential for working with kids who have impairments. The study concluded that the Division of Ilagan's special education classes as a whole lack the resources necessary to implement Specialized Programs for the Education of Disabled Children (SPED), including adequate funding, a standardised curriculum, instructional materials, and physical space.

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13

DEMUS, Ya. "INCLUSIVE ORIENTATION OF THE EDUCATION SYSTEM IN UKRAINE." Pedagogical Sciences, no. 78 (December 29, 2021): 91–96. http://dx.doi.org/10.33989/2524-2474.2021.78.249832.

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Under the influence of global processes of humanization, modern Ukrainian society is changing its attitude towards people with disabilities. These changes can be seen as overcoming social and educational barriers.One of these barriers is the traditional division of education into general secondary and special (correctional), which are represented by segregation institutions. But the modern approach to the development of education breaks down this barrier.Integration processes into the European community determine the urgency of the problem of inclusive education. It is primarily due to the fact that the number of children in need of remedial education is growing steadily. The emergence of the ideology of inclusive education is due to the need to improve the system of organization of children’s education. This improvement is to create a single educational space for each child.The term “inclusion” differs from the terms “integration” and “segregation”. With inclusion, all stakeholders must be actively involved to achieve the desired result. Recognizing the value of inclusive education, it is necessary to take into account certain factors that hinder the implementation of the ideas of inclusive education. We believe that this is primarily not a tolerant attitude of the population to children with disabilities, psychological unwillingness to accept these children as full members of society. But despite the emerging disputes and disagreements, the system of inclusive education is an effective mechanism for the development of an inclusive society. This is the key to inclusive education. Rejecting all misunderstandings, we can say that inclusive education is education for all, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics. It gives the opportunity to join the general process of learning and education (development and socialization), which then allows an adult to become an equal member of society. In general, an inclusive form of education and upbringing is a long-term strategy.The development of inclusive education in Ukraine requires the creation of a barrier-free environment that includes physical and psychological components. Special work with the use of additional education resources on the organization of interaction of children with and without disabilities, aimed at harmonizing children’s relationships; creating an atmosphere of emotional comfort and mutual acceptance. By changing society’s attitude towards children with disabilities, the process of integrating such children into secondary schools will gain popularity and become successful. A well-organized inclusive education will help parents of children to look at the phenomenon of integration in a new way and provide evidence that children with disabilities will not only not harm their children to full development, but will also provide additional opportunities.

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14

Wiliyanto, Nanda Rizki. "Manajemen Pendidikan Inklusi di SMAN 1 Padangan." Mudir : Jurnal Manajemen Pendidikan 4, no. 1 (January 31, 2022): 10–18. http://dx.doi.org/10.55352/mudir.v4i1.490.

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Inclusive Education Management, In inclusive education institutions aim to provide opportunities for children with disabilities or special needs to be able to participate in learning like other normal children. Inclusive education management is an activity, planning, implementing, and supervising all activities (programs), in order to provide education for all students, including students with special needs in order to achieve goals. This type of research includes qualitative research and uses descriptive analysis techniques, in order to find out the problem and get accurate data, the researcher uses the method of observation, interviews and documentation. The results of this study can be said that in the discussion of inclusive education management that stands out is the emphasis on the management of inclusive education programs. that planning (planning) is a basic function of management, because in organizing, actuating, and controlling must first be planned. So that the risk borne is relatively small, all activities, actions, and policies should be planned in advance. Organizing The organizing function (organizing = division of labor) is closely related to the planning function, because organizing must be planned. Actuation is moving people to work in accordance with the tasks assigned to them so that they can achieve the goals that have been set. In carrying out the main tasks and functions given by superiors to subordinates or members, they must be carried out with a full sense of responsibility, totality, and maximum. There needs to be good cooperation from superiors to subordinates or members as well as among fellow members in carrying out tasks. So that the goals to be achieved can be realized. Controlling is an important part of management, because in supervision one will know if a program is running smoothly or if there is an obstacle. Supervision is trying as much as possible to oversee the programs that have been planned so that they run optimally and as they should.

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15

Keenan, Paul. "Learning Disabilities in Children." Learning Disability Practice 3, no. 4 (November 1, 2000): 31. http://dx.doi.org/10.7748/ldp.3.4.31.s14.

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16

COURTMAN, SIMON P., and D. MUMBY. "Children with learning disabilities." Pediatric Anesthesia 18, no. 3 (January 22, 2008): 198–207. http://dx.doi.org/10.1111/j.1460-9592.2007.02323.x.

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17

Pritchard, Duncan. "Learning Disabilities in Children." British Journal of Learning Disabilities 30, no. 2 (June 2002): 89. http://dx.doi.org/10.1046/j.1468-3156.2002.00171.x.

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18

Oliva, Audrey Hill, and Annette M. La Greca. "Children With Learning Disabilities." Journal of Learning Disabilities 21, no. 5 (May 1988): 301–6. http://dx.doi.org/10.1177/002221948802100513.

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19

Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.

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20

KERSNER, MYRA, and JANNET A. WRIGHT. "Children with severe learning disabilities." International Journal of Language & Communication Disorders 30, S1 (October 1995): 315–20. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01695.x.

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21

Karlina, D. A., C. Sunaengsih, A. A. Syahid, R. Irawati, and D. Nugraha. "Science learning for children with learning disabilities." Journal of Physics: Conference Series 1318 (October 2019): 012132. http://dx.doi.org/10.1088/1742-6596/1318/1/012132.

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22

Semrud-Clikeman, Margaret, and Kimberly Glass. "Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities." Annals of Dyslexia 58, no. 2 (August 26, 2008): 163–80. http://dx.doi.org/10.1007/s11881-008-0016-3.

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23

Beckman, Pat, and Carol Weller. "Active, Independent Learning for Children with Learning Disabilities." TEACHING Exceptional Children 22, no. 2 (January 1990): 26–29. http://dx.doi.org/10.1177/004005999002200208.

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24

Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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25

Meister, Eduardo Kaehler, Isac Bruck, Sérgio Antônio Antoniuk, Ana Chrystina de Souza Crippa, Sandra Regina Baggio Muzzolon, Adriane Spessatto, and Reni Gregolin. "Learning disabilities: analysis of 69 children." Arquivos de Neuro-Psiquiatria 59, no. 2B (June 2001): 338–41. http://dx.doi.org/10.1590/s0004-282x2001000300005.

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With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.

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26

Hong, Chia Swee. "Positioning for children with learning disabilities." British Journal of Therapy and Rehabilitation 9, no. 11 (November 2002): 443–46. http://dx.doi.org/10.12968/bjtr.2002.9.11.13685.

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27

Wright, Barry, Chris Williams, and Greg Richardson. "Services for children with learning disabilities." Psychiatric Bulletin 32, no. 3 (March 2008): 81–84. http://dx.doi.org/10.1192/pb.bp.106.013656.

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28

Dowds, Barbara Noel, Deborah Hess, and Paula Nickels. "Families of Children with Learning Disabilities." Intervention in School and Clinic 32, no. 1 (September 1996): 17–20. http://dx.doi.org/10.1177/105345129603200104.

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29

Chaix, Y. "Learning disabilities in children with epilepsy." Annals of Physical and Rehabilitation Medicine 55 (October 2012): e233. http://dx.doi.org/10.1016/j.rehab.2012.07.589.

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30

Mokros, Hartmut B., Elva O. Poznanski, and William A. Merrick. "Depression and Learning Disabilities in Children." Journal of Learning Disabilities 22, no. 4 (April 1989): 230–33. http://dx.doi.org/10.1177/002221948902200406.

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31

Fristad, Mary A., Shani Topolosky, Elizabeth B. Weller, and Ronald A. Weller. "Depression and learning disabilities in children." Journal of Affective Disorders 26, no. 1 (September 1992): 53–58. http://dx.doi.org/10.1016/0165-0327(92)90034-4.

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32

Tūbele, Sarmīte. "Correlations between Reading Disabilities and Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 200. http://dx.doi.org/10.17770/sie2012vol2.134.

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Анотація:

The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas – reading, writing and mathematics. Reading disabilities are one of the most obvious and serious problems which are to be noticed and taken into account in teacher’s actions. It is necessary to diminish dropouts and to promote success of school-children. Main ideas of dyslexia are mentioned the same as findings in learning disabilities. Early warning signs of learning disabilities are mentioned and some suggestions for intervention are stated in this article.

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33

Agathi Stahopoulou and Kyriaki Siskou. "Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies." GSC Advanced Research and Reviews 16, no. 1 (July 30, 2023): 116–28. http://dx.doi.org/10.30574/gscarr.2023.16.1.0307.

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The present thesis is a literature review, whose aim is to examine the role of motivation both in children with learning disabilities and children without learning disabilities and establish whether motivation differs between children with and those without disabilities. The proposed questions concern the importance of motivation in children with and without learning disabilities, whether these children are able, through motivation, to improve their academic level, the possible differences in self-regulation and self-efficacy among students with and without learning disabilities and the value of intervention in promoting motivation. The present study established that motivation is one of the most important factors that encourage children to learn. Children without learning disabilities, seem to be more motivated than children with learning disabilities. Children with learning disabilities, due to more limited skills, have to face a great number of failed academic performances, a fact which discourages them from continuing their effort to achieve success. A targeted intervention to enhance motivation in children with learning disabilities, is therefore necessary for their academic development.

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34

Montague, Marjorie. "Teaching Division to Students With Learning Disabilities: A Constructivist Approach." Exceptionality 11, no. 3 (September 2003): 165–75. http://dx.doi.org/10.1207/s15327035ex1103_04.

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35

Husadani, Rizki, Nunuk Suryani, and Munawir Yusuf. "Needs Analysis: Social Skills-Based Learning Model For Children With Learning Disabilities at an Inclusive School." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 90. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.28845.

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This study aims to explore the needs of social skills-based learning models for inclusive schools for children with learning disabilities. The research method used was a quantitative descriptive approach. The research subjects were teachers who teach children with learning disabilities in eight inclusive elementary schools in Surakarta. The technique to get the data collection used was a structured questionnaire with Likert scale. Then, it was analyzed using descriptive statistical analysis techniques by categorizing i.e. The analysis results showed that the level of needs of a social skills-based learning model for children with learning disabilities was very high with final percentage of 83%. Therefore, it was necessary to develop a skill-based learning model for children with learning disabilities in an inclusive school to assist teachers in developing social skills for children with learning disabilities.

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36

Desoete, Annemie, and Herbert Roeyers. "Off-Line Metacognition — A Domain-Specific Retardation in Young Children with Learning Disabilities?" Learning Disability Quarterly 25, no. 2 (May 2002): 123–39. http://dx.doi.org/10.2307/1511279.

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Off-line metacognition (prediction and evaluation) was assessed in 437 normally intelligent children with or without learning disabilities in grades 2 and 3. Children with specific mathematics learning disabilities were compared with peers with specific reading disabilities, children with combined learning disabilities, age-matched peers and younger children matched at mathematical problem-solving level. Our results indicate that offline metacognition cannot be reduced to a demonstration of intelligence. Moreover, the off-line metacognitive scores of children with reading disabilities were comparable to those of age-matched peers without learning disabilities. Furthermore, significantly lower prediction and evaluation scores were found for children with specific or combined mathematics learning disabilities compared with age-matched peers. In addition, our data showed a different metacognitive profile for children with specific or combined mathematics learning disabilities, not comparable on all aspects to the profile of younger children, as suggested by the retardation or maturational-lag hypothesis. The educational implications of these results are discussed.

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37

Sellars, Gemma. "Learning to communicate with children with disabilities." Paediatric Nursing 18, no. 9 (November 2006): 26–28. http://dx.doi.org/10.7748/paed.18.9.26.s20.

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38

Heidinger, Heinrich. "Student nurses supporting children with learning disabilities." Journal of Practice Teaching and Learning 9, no. 1 (January 1, 2009): 113–31. http://dx.doi.org/10.1921/146066909x481493.

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39

Sellars, Gemma. "Learning to communicate with children with disabilities." Paediatric Care 18, no. 9 (November 2006): 26–28. http://dx.doi.org/10.7748/paed2006.11.18.9.26.c8320.

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40

G.Panneerselvam, G. Panneerselvam, and Dr J. Sujathamalini Dr. J. Sujathamalini. "Emotional Intelligence of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 144–46. http://dx.doi.org/10.15373/2249555x/july2014/43.

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41

Diniz, JosÉ, Pedro Luiz Mangabeira-Albernaz, Mário Sérgio Lei Munhoz, and Yotaka Fukuda. "Cognitive Potentials in Children with Learning Disabilities." Acta Oto-Laryngologica 117, no. 2 (January 1997): 211–13. http://dx.doi.org/10.3109/00016489709117772.

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42

Millichap, J. Gordon. "Pattern of Learning Disabilities in ELBW Children." Pediatric Neurology Briefs 16, no. 7 (July 1, 2002): 55. http://dx.doi.org/10.15844/pedneurbriefs-16-7-10.

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43

Heidinger, Heinrich. "Student nurses supporting children with learning disabilities." Journal of Practice Teaching and Learning 9, no. 1 (December 20, 2012): 113–31. http://dx.doi.org/10.1921/jpts.v9i1.384.

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At Glasgow Caledonian University, nursing students are given the opportunity to gain practice experience by providing care and support to children with learning disabilities within the individual child’s home-setting during the summer holiday period. Three families of children with learning disabilities took part in a pilot study. The Study attempts to understand and explain the effects, if any, of such practice experiences for the families concerned. Hermeneutic analysis of interview texts utilising a Gadamerian approach reveals an initial understanding of the realities of life for the families concerned. The emergent picture is one of mothers being trapped within their own homes by and with their learning disabled children. Nursing student placements are viewed by families as liberating.

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44

Taylor, Donald M. "Learning From Parents of Children With Disabilities." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 64–76. http://dx.doi.org/10.1177/1057083716638489.

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The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

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45

Desoete, Annemie, Herbert Roeyers, and Armand De Clercq. "Children with Mathematics Learning Disabilities in Belgium." Journal of Learning Disabilities 37, no. 1 (January 2004): 50–61. http://dx.doi.org/10.1177/00222194040370010601.

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46

Lorsbach, Thomas C., and Roseanne H. Ewingx. "Source Monitoring in Children with Learning Disabilities." International Journal of Disability, Development and Education 42, no. 3 (January 1995): 241–57. http://dx.doi.org/10.1080/0156655950420306.

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47

Gates, Bob, Jane Wray, and Rob Newell. "Challenging behaviour in children with learning disabilities." British Journal of Nursing 5, no. 19 (October 24, 1996): 1189–94. http://dx.doi.org/10.12968/bjon.1996.5.19.1189.

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48

Testa, Renée, Christos Pantelis, and Leonardo F. Fontenelle. "Hoarding Behaviors in Children With Learning Disabilities." Journal of Child Neurology 26, no. 5 (February 7, 2011): 574–79. http://dx.doi.org/10.1177/0883073810387139.

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49

Cermak, Sharon A., and Jacqueline Rieber Aberson. "Social Skills in Children with Learning Disabilities." Occupational Therapy in Mental Health 13, no. 4 (January 6, 1998): 1–24. http://dx.doi.org/10.1300/j004v13n04_01.

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50

Gaultney, Jane F. "Utilization deficiencies among children with learning disabilities." Learning and Individual Differences 10, no. 1 (January 1998): 13–28. http://dx.doi.org/10.1016/s1041-6080(99)80140-x.

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