Relevant bibliographies by topics / Learning difficulties; Disabilities; Students

Contents

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

Academic literature on the topic 'Learning difficulties; Disabilities; Students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Learning difficulties; Disabilities; Students"

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Ziadat, Ayed Hanna. "Online learning effects on students with learning disabilities: Parents’ perspectives." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 759–76. http://dx.doi.org/10.18844/cjes.v16i2.5656.

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The study aimed to investigate the parent’s perspectives toward the effect of online learning on their child’s learning, particularly, the ones with learning disabilities. This descriptive study randomly selected one hundred and ninety-three parents with students with learning difficulties. All participants received an online designed form of survey to achieve study objectives. The results carryout that: the parents has medium perspectives toward the effects of online learning, while they have high perspectives toward factors related to their children . Furthermore, there is a statistically significant impact of online learning on the learning of students with learning difficulties and the effects of online learning on students learning disabilities differ based on their disability and are higher in case of multiple learning difficulties. Keywords: Online learning; Parents perspectives; Students; learning disabilities; Dyslexia; Dyscalculia; Dyspraxia.
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Supena, Asep, and Lesti Kaslati Siregar. "Students' Learning Disability of Elementary School in Tangerang." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 81–86. http://dx.doi.org/10.22236/jipd.v5i2.125.

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This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.
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Graham, Lorraine, and Anne Bellert. "Reading comprehension difficulties experienced by students with learning disabilities." Australian Journal of Learning Disabilities 10, no. 2 (July 2005): 71–78. http://dx.doi.org/10.1080/19404150509546791.

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Lepičnik Vodopivec, Jurka, and Spela Bagon. "Motivation for Using ICT and Pupils with Learning Difficulties." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (October 27, 2016): 70. http://dx.doi.org/10.3991/ijet.v11i10.5786.

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Teachers often consider modern active teaching methods to be better suited for students who are good at learning or even for gifted students, as they assume that students with learning disabilities have underdeveloped metacognitive and social learning skills, that they require more time to grasp the techniques of the more advanced, technology aided teaching methods and that they cannot acquire additional knowledge at the same time. Our research focuses on pupils with learning disabilities, their attitude towards learning and teaching with the help of ICT and on motivation that arises from it. The study has shown that students with learning disabilities are confident enough in their computer skills that teachers may freely use modern teaching methods with them in primary school, as even those children are motivated and have a good attitude towards such teaching methods.
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Allington, Richard L., Anne Mcgill-Franzen, and Ruth Schick. "How Administrators Understand Learning Difficulties." Remedial and Special Education 18, no. 4 (July 1997): 223–32. http://dx.doi.org/10.1177/074193259701800404.

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Abstract School administrators in six school districts were interviewed. Each district had been identified previously as having increasing rates of retention in grade or transitional-grade placements and increasing incidence of the identification of students as having disabilities. School administrators offered a variety of explanations for students' learning difficulties and offered a number of suggested remedies. virtually all of the explanations and remedies placed the school outside the central sphere of influence. In other words, in these interviews administrators offered few ideas for altering the current general education programs as a potential strategy for addressing the problems of at-risk children.
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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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HURST, ALAN. "The Dearing Report and Students with Disabilities and Learning Difficulties." Disability & Society 14, no. 1 (January 1999): 65–83. http://dx.doi.org/10.1080/09687599926389.

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Avram, Olimpia Florentina, Mihaela Luminița Sandu, and Ana-Maria Mocanu. "Stimulating strategies of self-regulated learning for high-school students with learning difficulties." Technium Social Sciences Journal 19 (May 8, 2021): 684–707. http://dx.doi.org/10.47577/tssj.v19i1.3392.

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In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.
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Janeth Lancheros-Cuesta, Diana, Angela Carrillo-Ramos, and Jaime A. Pavlich-Mariscal. "Content adaptation for students with learning difficulties: design and case study." International Journal of Web Information Systems 10, no. 2 (June 10, 2014): 106–30. http://dx.doi.org/10.1108/ijwis-12-2013-0040.

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Purpose – This article aims to propose an adaptation algorithm that combines the analytical hierarchy process (AHP), a rule-based system, and a k-means clustering algorithm. Informatic tools are very useful to enhance the learning process in the classroom. The large variety of these tools require advanced decision-making techniques to select parameters, such as student profiles and preferences, to adjust content and information display, according to specific characteristics and necessities of students. They are part of the Kamachiy–Idukay (KI), a platform to offer adaptative educational services to students with learning difficulties or disabilities. Design and Methodology – The design and implementation of the adaptation algorithm comprises the following phases: utilization of the AHP to determine the most important student parameters, parameter to take into account in the adaptation process, such as preferences, learning styles, performance in language, attention and memory aspects and disabilities; designing the first part of the adaptation algorithm, based on a rule-based system; designing the second part of the adaptation algorithm, based on k-means clustering; integration of the adaptation algorithm to KI; and validation of the approach in a primary school in Bogotá (Colombia). Approach – The main approach is the application of computational techniques, namely, rule-based systems and k-means clustering, plus an AHP prioritization at design time to yield a system to support the teaching–learning process for students with disabilities or learning difficulties. Findings – The algorithm found several groups of students with specific learning difficulties that required adapted activities. The algorithm also prioritized activities according to learning style and preferences. The results of the application of this system in a real classroom yielded positive results. Limitations of the research – The algorithm performs adaptation for students with mild disabilities or learning difficulties (language, attention and memory). The algorithm does not address severe disabilities that could greatly affect cognitive abilities. Contributions – The main contribution of this paper is an adaptation algorithm with the following distinctive characteristics, namely, designed utilizing the AHP, which ensures a proper prioritization of the student characteristics in the adaptation process, and utilizes a rule-based system to identify different adaptation scenarios and k-means clustering to group students with similar adaptation requirements.
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Yasin, Muhammad, and Netriwati Netriwati. "Analisis Kesulitan Belajar : Dampak Latar Belakang Kejuruan ditinjau dari Proses Pembelajaran Matematika Perguruan Tinggi." Desimal: Jurnal Matematika 2, no. 1 (January 30, 2019): 59–67. http://dx.doi.org/10.24042/djm.v2i1.2040.

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The purpose of this study is to make a diagnosis of student learning difficulties Mathematics education graduate IPA, IPS and SMK in terms of learning mathematics. This research uses descriptive qualitative research type. Instrument used in the form of interview result, observation result of student learning mathematics and supported by result of questionnaire of interest of student of mathematics education by using Likert scale measurement which used to measure attitude, opinion, or perception of someone about social phenomenon. The results of this study include: (1) Types of learning difficulties for students with science graduates including difficulties in academic learning (academic learning disabilities). (2) Types of learning difficulties students with social studies and vocational backgrounds have a type of learning difficulties related to development (developmental learning disabilities) which includes perceptions, difficulties in language learning and communication, and learning difficulties in adjusting social behavior. (3) the effort that must be made to overcome this is to foster a high interest in learning to students.
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Dissertations / Theses on the topic "Learning difficulties; Disabilities; Students"

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Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.

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This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to significant changes and restraints. The period under examination is one in which provision for this group of learners is influenced by a multiplicity of factors, not always evident on surface examination. Consequently, a focused ethnographic case study allows for a level of detailed analysis which can illuminate the effects of organisational changes upon individual development. The context in which the case study is set includes the plethora of Further Education Funding Council documentation during the 1990s, the critiques offered by academics of a narrowly competence-based and outcomes-related system, and the implications for students with special educational needs in further education colleges of the recent Dearing Report (1996) and soon to be published Tomlinson Report (1996). The case study provides an illustration of issues raised in recent literature and is set within the broader framework of recent initiatives. Through the use of detailed evaluation of a sample of students progressing through the assessment process in one college, recommendations and reflections contribute original evidence of the influence of legislation on current practice. Using the model of further education, tensions between an inclusive ideology and the demands of a market economy are evaluated and the case-study evidence has application beyond this sector to other areas of educational developments.
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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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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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Bourke, Patricia E. "The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/25910/.

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Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.
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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.

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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.

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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Rustemier, Sharon. "Inclusion in further education : the experiences of young people designated 'students with learning difficulties and/or disabilities', 1997-2000." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274347.

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Biu, Victoria. "The experiences of students with learning difficulties and disabilities attending a further education college on a supported learning course : an interpretative phenomenological analysis." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743026.

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Elsey, Christopher. "Teaching in the concrete : an ethnomethodological invesntigation of teaching practices in an educational setting for students with moderate to severe learning difficulties and disabilities." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529929.

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van, Limbeek Catherine A. H. "What adaptations and modifications do regular classroom teachers report making to their programs and practices in order to meet the needs of students with mild disabilities and learning difficulties? /." Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.113453/index.html.

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Books on the topic "Learning difficulties; Disabilities; Students"

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Centre for Educational Research and Innovation. Students with disabilities, learning difficulties and disadvantages. Paris: Organisation for Economic Co-operation and Development, 2005.

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Council, Further Education Funding. Students with learning difficulties and/or disabilities. Coventry: FEFC, 1996.

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Organisation for Economic Co-operation and Development., ed. Students with disabilities, learning difficulties and disadvantages. Paris: OECD, 2007.

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Fisher, Richard I. Learning difficulties: Strategies for helping students. Dubuque, Iowa: Kendall/Hunt, 1988.

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Pheasant, Robert John. Further education for students with learning difficulties and/or disabilities. Wolverhampton: University of Wolverhampton, 1999.

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Centre for Educational Research and Innovation. Students with disabilities, learning difficulties and disadvantages: Statistics and indicators. Paris: Organisation for Economic Co-operation and Development, 2005.

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Margaret, Smith Anne, ed. Teaching languages to students with specific learning difficulties. Bristol: Multilingual Matters, 2012.

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John Baillie Memorial Conference (1st 1992 London, England). Further Education Act 1992: Implications for students with disabilities and learning difficulties. London: Skill, National Bureau for Students with Disabilities, 1992.

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Thomas, Andrew. Student voices: The views of further education students with learning difficulties and/or disabilities : findings from a series of student workshops commissioned by the learning difficulties and/or disabilities committee. London: Skill, 1996.

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R, Bartel Nettie, ed. Teaching students with learning and behavior problems: Managing mild-to-moderate difficulties in resource and inclusive settings. 6th ed. Austin, Tex: Pro-Ed, 1995.

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Book chapters on the topic "Learning difficulties; Disabilities; Students"

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Dunn, Michael, and Gisela Ernst-Slavit. "Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties." In Emotions in Second Language Teaching, 223–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_13.

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

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Pearl, Ruth. "Psychosocial Characteristics of Learning Disabled Students." In Learning Disabilities, 96–125. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_4.

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

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Martin, John Henry. "The Writing to Read System and Reading Difficulties: Some Preliminary Observations." In Understanding Learning Disabilities, 159–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_14.

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

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Drach, Willi, and Eduard W. Kleber. "Legasthenia in German Speaking Countries: Concept and Research in Reading-Writing Difficulties." In Understanding Learning Disabilities, 245–56. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_21.

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Vogel, Susan A. "Learning Disabled College Students: Identification, Assessment, and Outcomes." In Understanding Learning Disabilities, 179–203. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_16.

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Wilchesky, Marc, and Margaret Willis. "Teaching Students with Learning Disabilities." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 85–88. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-016.

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

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Conference papers on the topic "Learning difficulties; Disabilities; Students"

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"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.

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Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.
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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.
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Mascia, Maria Lidia, Gianrico Dettori, Mirian Agus, Vanessa Spiga, Maria Assunta Zanetti, and Maria Pietronilla Penna. "ACADEMIC ITALIAN STUDENTS DIFFICULTIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1654.

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Zecchi, Sandra. "Students with Learning Disabilities at University." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9210.

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Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.
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Poobrasert, Onintra, Piyada Sabayjai, and Namnueng Mitsamarn. "Technology-enhanced Learning for Students with Learning Disabilities." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.154.

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Pirani, Zainab, and M. Sasikumar. "Assistive learning environment for students with Learning Disabilities." In 2012 4th International Conference on Intelligent Human Computer Interaction (IHCI). IEEE, 2012. http://dx.doi.org/10.1109/ihci.2012.6481810.

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Oleson, Alannah, Meron Solomon, and Amy J. Ko. "Computing Students' Learning Difficulties in HCI Education." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376149.

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Li, Hong. "On English Vocabulary Learning of Students with Learning Difficulties." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.57.

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Falcão, Taciana Pontual. "Fostering exploratory learning in students with intellectual disabilities." In TEI'12: Sixth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2148131.2148232.

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Harrison, Matt, Claire Stockton, and Elaine Pearson. "Inclusive, Adaptive Design for Students with Learning Disabilities." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.34.

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Reports on the topic "Learning difficulties; Disabilities; Students"

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

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Adolescent Literacy and Older Students With Learning Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2008. http://dx.doi.org/10.1044/policy.tr2008-00304.

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Secondary to Postsecondary Education Transition Planning for Students With Learning Disabilities. Rockville, MD: American Speech-Language-Hearing Association, January 1994. http://dx.doi.org/10.1044/policy.rp1994-00133.

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Providing Appropriate Education for Students With Learning Disabilities in Regular Education Classrooms. Rockville, MD: American Speech-Language-Hearing Association, 1991. http://dx.doi.org/10.1044/policy.ps1991-00101.

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