Journal articles: '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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Al.Jumroh, Siti Fatihaturrahmah, and Nouval Rumaf. "E-learning As an Innovation Model for Disabilities (Defective Vision)." INTERACTION: Jurnal Pendidikan Bahasa 8, no. 1 (May 6, 2021): 148–54. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i1.903.

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Permenristekdikti number 46 of 2017 concerning Special Education and Special Services in Higher Education. It is intended that students with disabilities can obtain educational services according to their needs, so that they can learn and achieve optimal academic achievement. There are many ways or solutions that are tried to be given for students with disabilities so that obstacles in the learning process can be minimized, but these methods do not go far to help solve the difficulties faced by students with disabilities. One of the ways or solutions given is that students with disabilities also need to be proactive and communicative in lectures or students must interact actively in social relationships which are commonly called SKSD. But that doesn't help much. Therefore, The proponent develops an e-learning innovation model that aims to embrace all students, both students with disabilities and general students, to both learn and get the same education without having to have differences and difficulties. The results obtained from this application are that this innovation model is applied to language skills courses, students with disabilities who initially do not have self-confidence after attending this lecture become confident and of course the sense of difference no longer occurs, in the end students' learning abilities and achievements both students with disabilities and general students can increase.

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Wei, Yan, Louise Spear-Swerling, and Mia Mercurio. "Motivating Students With Learning Disabilities to Read." Intervention in School and Clinic 56, no. 3 (June 18, 2020): 155–62. http://dx.doi.org/10.1177/1053451220928956.

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Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read. Motivating these students to read for pleasure may seem like an unattainable goal. However, past difficulties in reading do not necessarily mean that children will dislike reading forever. In conjunction with appropriate academic interventions, student interest in reading might be improved by motivational interventions aligned with a theoretical framework discussed in this article: (a) choosing interesting texts to read, (b) stimulating knowledge-based interest, and (c) enhancing task-based interest.

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Zahran, Dr Ayman Ramadan. "Effectiveness of Differentiated Learning Strategies to Reduce Some of the Difficulties Associated with Developmental Motor Synergy (Dyspraxia) for Learning Disabilities Students." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 1702–20. http://dx.doi.org/10.37200/ijpr/v24i5/pr201842.

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Green, Laura. "The Nature of Writing Difficulties in Students With Language/Learning Disabilities." Perspectives on Language Learning and Education 16, no. 1 (March 2009): 4–8. http://dx.doi.org/10.1044/lle16.1.4.

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Abstract Students with language/learning disabilities very often struggle with writing and tend to find the process very frustrating. Their difficulties with transcription, sentence structure, cohesive ties, self-regulated learning, and genre knowledge all play a role in this challenging experience. An understanding of the nature of these difficulties can help us as speech-language pathologists better facilitate students' written language success, thereby helping them meet the writing demands of the classroom.

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Graham, Steve, Karen R. Harris, and Lynn Larsen. "Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities." Learning Disabilities Research and Practice 16, no. 2 (May 2001): 74–84. http://dx.doi.org/10.1111/0938-8982.00009.

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Margalit, Malka. "Understanding Loneliness among Students with Learning Disabilities." Behaviour Change 8, no. 4 (December 1991): 167–73. http://dx.doi.org/10.1017/s0813483900006641.

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The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.

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Lewis, Katherine E. "Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities." Journal for Research in Mathematics Education 45, no. 3 (May 2014): 351–96. http://dx.doi.org/10.5951/jresematheduc.45.3.0351.

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Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

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Lancheros-Cuesta, Diana, Angela Carrillo-Ramos, and Jaime A. Pavlich-Mariscal. "Kamachiy – Mayistru: adaptive module to support teaching to people with learning difficulties." International Journal of Web Information Systems 11, no. 4 (November 16, 2015): 510–26. http://dx.doi.org/10.1108/ijwis-04-2015-0010.

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Purpose – The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning disabilities and difficulties are frequent in the integration classroom. Proper learning can be achieved as long as teaching strategies and didactic tools are the most adequate to the specific student characteristics and follow the suggestions given by experts for each learning difficulty. This module assists the teacher to prepare a course taking into account the disability profile, the student profile and pedagogical model suggestions. In this way, the student can learn utilizing the format and didactic tools more appropriate to their specific necessities. Design/methodology/approach – The design and implementation of the KM comprises the following phases: identify the most important student, teacher, difficulties and course parameters to take into account in the adaptation process; design the data model that supports activity adaptation, based on student characteristics and difficulties; implement the platform; and validate the approach through a case study of teachers and their students with difficulties. Findings – The application of KM in the case study indicated the effectiveness of KM to assist teachers in organizing course activities for students with and without disabilities or difficulties. Research limitations/implications – KM addresses specific student difficulties: attention, memory and languages. KM does not address severe cognitive disabilities. Regarding the validation, it is recommended to pursue new case studies to further demonstrate the effectiveness of the approach in a broader population. Practical implications – The main approach in KM is to suggest activities or pedagogical strategies to teachers to best support learning in students with difficulties or disabilities. The core of KM is an algorithm, called “Adapt Course”, that takes as input student and disability profiles, the course contents and the pedagogical model and creates course structures that are specially tailored to each student. Social implications – This model recommends teachers different activities, based on the specific student difficulties, to create personalized courses. It is able to address specific educational issues that are associated with learning difficulties and disabilities, such as educational integration, through content organization and personalized information display, which are based on the inherent characteristics of each student in the classroom. Originality/value – It is based on a conceptual model that provides the essential architecture to design and implement virtual learning environments for students with learning difficulties or disabilities.

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Kane, Steven T., John H. Walker, and George R. Schmidt. "Assessing College-Level Learning Difficulties and “At Riskness” for Learning Disabilities and ADHD." Journal of Learning Disabilities 44, no. 6 (January 20, 2011): 533–42. http://dx.doi.org/10.1177/0022219410392045.

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This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument’s validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.

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Drigas, Athanasios, and Paraskevi Theodorou. "ICTs and Music in Special Learning Disabilities." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 4, no. 3 (October 26, 2016): 12. http://dx.doi.org/10.3991/ijes.v4i3.6066.

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Τhis study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT), Virtual Reality, multimedia, music and their applications in children with special learning difficulties. Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015) are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.

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Mandelblit, Ronit. "Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges." Yearbook of Pedagogy 42, no. 1 (December 1, 2019): 123–40. http://dx.doi.org/10.2478/rp-2019-0008.

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SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

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Cerezo, Rebeca, Maria Esteban, Guillermo Vallejo, Miguel Sanchez-Santillan, and Jose Nuñez. "Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities." Sustainability 12, no. 21 (November 4, 2020): 9184. http://dx.doi.org/10.3390/su12219184.

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Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

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Gatlin, Brandy, and Jeanne Wanzek. "Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities." Exceptional Children 84, no. 1 (September 19, 2017): 97–115. http://dx.doi.org/10.1177/0014402917727248.

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Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.

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Jitendra, Asha K., Amy E. Lein, Soo-hyun Im, Ahmed A. Alghamdi, Scott B. Hefte, and John Mouanoutoua. "Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis." Exceptional Children 84, no. 2 (November 21, 2017): 177–96. http://dx.doi.org/10.1177/0014402917737467.

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This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.

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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.

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Ivancevic-Otanjac, Maja. "Students with language learning disabilities and difficulties in a foreign language classroom." Specijalna edukacija i rehabilitacija 15, no. 4 (2016): 461–74. http://dx.doi.org/10.5937/specedreh15-12071.

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Anagnostopoulou, Panagiota, Georgia Lorentzou, and Athanasios Drigas. "ICTs in inclusive education for learning disabilities." Research, Society and Development 10, no. 9 (July 29, 2021): e43410918230. http://dx.doi.org/10.33448/rsd-v10i9.18230.

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The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.

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Cellucci, Tony, Petra Remsperger, and Erin McGlade. "Psycho-Educational Evaluations for University Students in One Clinic." Psychological Reports 101, no. 2 (October 2007): 501–11. http://dx.doi.org/10.2466/pr0.101.2.501-511.

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The number of university students requesting services based on the Americans with Disabilities Act for learning disabilities and ADHD-related difficulties has increased, although there are limited reports in the literature describing these evaluations. The current study describes a sample of 140 individuals (59% women) who presented for psycho-educational evaluation at the university psychology clinic. The students were individually administered self-report, cognitive, academic, and attention measures as indicated, and diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Difficulties with mathematics, attention, and reading concerns were the most frequent presenting complaints. 46 students met criteria for one or more learning disorders and 20 students met criteria for a diagnosis of ADHD. Test scores are summarized and findings compared with the literature.

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Ξανθή, Στέλλα. "Η γραπτή έκφραση ως διαδικασία: Από τη λειτουργική εκτίμηση στη δόμηση της γνώσης." Psychology: the Journal of the Hellenic Psychological Society 19, no. 1 (October 15, 2020): 22. http://dx.doi.org/10.12681/psy_hps.23606.

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An alternative assessment of writing skills was applied to 60 students (38 with learning disabilities and 22 with average/high performance), ranging in age from 9 to 12 years. The aim was to provide a functional, curriculum based assessment of linguistic/metalinguistic, cognitive/metacognitive and writing skills. The assessment was developed on the basis of prior research on the difficulties experienced by students with writing. A teaching intervention was planned and executed in order to develop the writing skills of the students with learning disabilities using three educational software tools: Ideokataskeves, Logomatheia, and Micorworlds Pro. The results showedthat the students with learning disabilities exhibited poor performance in all writing skills assessed. The teaching intervention produced better performance of the learning disabilities students in the posttests,indicating that a learning environment which encourages active participation in writing processes can facilitate the development of writing and critical thinking skills in this population.

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Khomik, Oksana, Nataliia Bielikova, Svitlana Indyka, Oksana Kovalchuk, and Viktor Halan-Vlashchuk. "Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine." Physical education, sport and health culture in modern society, no. 1(53) (April 1, 2021): 33–42. http://dx.doi.org/10.29038/2220-7481-2021-01-33-42.

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The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

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Flogie, Andrej, Boris Aberšek, Metka Kordigel Aberšek, Cecilia Sik Lanyi, and Igor Pesek. "Development and Evaluation of Intelligent Serious Games for Children With Learning Difficulties: Observational Study." JMIR Serious Games 8, no. 2 (April 16, 2020): e13190. http://dx.doi.org/10.2196/13190.

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Background Positive results can be obtained through game-based learning, but children with physical disabilities have fewer opportunities to participate in enjoyable physical activity. Because intelligent serious games can provide personalized learning opportunities, motivate the learner, teach 21st-century skills, and provide an environment for authentic and relevant assessment, they may be used to help children and adolescents with different kinds of learning disabilities to develop social and cognitive competences. Objective The aim of the study was to produce and evaluate a suite of intelligent serious games based on accessible learning objectives for improving key skills, personal development, and work sustainability among children with learning difficulties. Methods We conducted this research between 2016 and 2018, with pupils aged 11 to 12 years with learning disabilities who were integrated into the mainstream educational system. We used a 4-step methodology to develop learner creativity and social competences: (1) needs analysis, (2) development of learning content, (3) development of intelligent serious games, and (4) a usability evaluation focusing on the research questions and hypothesis. This was based on an initial teachers’ evaluation, using a survey, of students using 2 of the games, where the main goal was to determine user motivation and initiative and to improve the games and the evaluation process. The initial evaluation was followed by a pilot evaluation, which was performed for all proposed games, in all partner countries. Results In an initial evaluation with 51 participants from Slovenia consisting of a pretest, followed by intelligent serious game intervention and concluding with a posttest, we observed statistically significant improvement in social and cognitive competences measured by tests. Based on these findings and observations, we improved the games and evaluation process. In the pilot test, conducted in all participating countries on a sample of 93 participants, the mean score on the teachers’ observation form on the pretest (before students began using the intelligent serious games) was 3.9. In the posttest, after students had used intelligent serious games, the mean score was 4.1. Conclusions We focused on developing and evaluating intelligent serious games for persons with learning disabilities, particularly for students with disabilities who are integrated into the mainstream educational system. Such games provide an opportunity for personalized learning and should be tailored to ensure that every learner can achieve the highest standard possible. However, we recommend that the games be adapted based on the students’ needs and capabilities and a specially developed curriculum. The collected feedback showed that (1) children with learning disabilities need appropriately developed intelligent serious games, and (2) intelligent serious games, and the pertaining didactic methodology, should be based on an interoperable curriculum, so that teachers and trainers can use them. The student survey confirmed improvements in all aspects.

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Ma'rifah, Destri Ratna. "Diagnosis of Student Learning Difficulties on Learner Development Studies." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 88. http://dx.doi.org/10.22219/jpbi.v3i1.4056.

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Learning difficulties could be caused by inside and outside factors of human beings. Learning difficulties could affect student learning success. Learning difficulties should have known from the beginning so that it can be anticipated by educators and learners through the efforts of diagnosis. The aim of this study is to determine the lecture material that is difficult to understand by the students, factors that cause learning disabilities in students, the percentage of students learning difficulties of external factors on Learner development studies. This research is a qualitative descriptive. Qualitative data that obtained to be described to give the real condition. Quantitative data of test results during the middle of the first and the second half used to assist data reduction. The analysis used to adapt from qualitative research, those are data reduction, data presentation, and drawing a conclusion. These results indicate that the material considered the most difficult by the students are the implications of the growth and development of learners. Learning difficulties during learner development studies caused by internal factors such as the physical condition, motivation to learn, how to learn, and social relationships. There are three difficulties external factors affect students learning such as teaching methods, resources and learning materials, lecture hours.

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Posthill, Suzanne M., and Arlyn J. Roffman. "Issues of Money Management for the Learning Disabled Adolescent in Transition to Adulthood." Academic Therapy 25, no. 3 (January 1990): 321. http://dx.doi.org/10.1177/105345129002500306.

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Grillo, Kelly J., and Lisa A. Dieker. "A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology." American Biology Teacher 75, no. 4 (April 1, 2013): 264–67. http://dx.doi.org/10.1525/abt.2013.75.4.7.

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An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, “because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be taught.” We provide a summary of an investigation to improve the technology-based vocabulary of students with learning disabilities in a freshman high school biology class. The procedures for the project are provided, along with lessons learned about vocabulary instruction of students with disabilities.

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Cho, Younghee. "Characteristic Analysis of Vocabulary Assessment Tools for Students with Learning Difficulties and Disabilities." Special Education Research 18, no. 2 (May 31, 2019): 59–83. http://dx.doi.org/10.18541/ser.2019.05.18.2.59.

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Al – Qamash, Mustafa N. "The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (June 1, 2012): 59. http://dx.doi.org/10.24200/jeps.vol6iss2pp59-75.

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This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty.

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Denisova, O. A., O. L. Lekhanova, and T. V. Gudina. "Problems of distance learning for students with disabilities in a pandemic." SHS Web of Conferences 87 (2020): 00044. http://dx.doi.org/10.1051/shsconf/20208700044.

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The article considers the problems of distance learning for students with disabilities during a pandemic. The survey was organized and conducted to reveal the attitude to distance learning and determine the challenges encountered. During the survey, the disabled students’ satisfaction with distance learning during the pandemic was assessed, the advantages and difficulties they faced during the period of quarantine study were identified. The survey involved the students with visual, hearing and movement impairments, as well as the students with limited mobility and the disabled students with systemic diseases. All the students study at Russian universities located on the territory of 8 constituent entities of the North-West Federal District (Arkhangelsk region, Vologda region, Kaliningrad region, Murmansk region, Novgorod region, Pskov region, Republic of Karelia, Republic of Komi). The total of 230 respondents took part in the survey. The article analyzes the disabled students’ response to the quarantine caused by the pandemic, and also describes the specificity and severity of the problems depending on the kind of the students’ health limitations. The analysis of the responses allowed us to conclude that the problems of the socio-psychological (low self-motivation and self-organization, fatigue, low mood, lack of live communication) and technical (the problems with the Internet communication and distance learning platforms) come to the fore. The identified difficulties allowed the authors to make a list of recommendations to be used when organizing distance learning for students with disabilities. The proposed recommendations imply the application of the practice of permanent psychological-pedagogical and socio-psychological support for the education of students with disabilities.

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Rahahleh, Zahraa J., Mohammad A. Sakarneh, Mizyed A. Hyassat, and Nawaf S. Al-Zyoud. "Internet Use among Jordanian Students with and without Learning Difficulties at Primary Schools." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 74. http://dx.doi.org/10.36941/jesr-2021-0031.

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The main aim of this study is to explore the degree of Internet use among Jordanian students with and without learning difficulties at primary schools. Descriptive-analytical approach was utilized to achieve the study aims. The study sample consisted of (144) students from different primary schools in Jordan. A validated scale was developed to collect the data. SPSS software was employed to analyze the collected data; means, standard deviations, and t-test were calculated. Findings revealed that students with learning difficulties had good computer skills which were similar to students without learning difficulties. It also showed that there were no statistical significant differences in the skills of using the Internet, the degree of its use, the areas of use, and the problems that hindered their use attributed to the classification variable (with and without learning disabilities). This indicates that students with learning difficulties have skills and abilities to use the Internet in all areas, just as students without learning difficulties. The study, therefore, recommends making technological useful facilities available to the students with learning difficulties, to their teachers, and their parents. Received: 26 November 2020 / Accepted: 15 February 2021 / Published: 5 March 2021

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Nganji, Julius T., and Mike Brayshaw. "Disability-aware adaptive and personalised learning for students with multiple disabilities." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 307–21. http://dx.doi.org/10.1108/ijilt-08-2016-0027.

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Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities.

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Reed, Maureen J., and Deborah J. Kennett. "The Importance of University Students’ Perceived Ability to Balance Multiple Roles: A Comparison of Students with and without Disabilities." Canadian Journal of Higher Education 47, no. 2 (August 27, 2017): 71–86. http://dx.doi.org/10.47678/cjhe.v47i2.187965.

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Canadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university. The time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students.

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Jitendra, Asha K. "Understanding and Accessing Standards-Based Mathematics for Students With Mathematics Difficulties." Learning Disability Quarterly 36, no. 1 (December 27, 2012): 4–8. http://dx.doi.org/10.1177/0731948712455337.

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In this introduction to the special issue, the author provides a brief overview of (a) standards-based mathematics and implications for students with learning disabilities and those at risk for mathematics difficulties and (b) research on mathematics interventions/instructional practices and student outcomes. Furthermore, the author highlights how the articles in this special issue address these areas. The article concludes with a description of the purposes of this special issue.

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Xin, Yan Ping, Ron Tzur, Casey Hord, Jia Liu, Joo Young Park, and Luo Si. "An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties." Learning Disability Quarterly 40, no. 1 (August 1, 2016): 4–16. http://dx.doi.org/10.1177/0731948716648740.

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The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.

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Miyahara, Motohide. "Subtypes of Students with Learning Disabilities Based upon Gross Motor Functions." Adapted Physical Activity Quarterly 11, no. 4 (October 1994): 368–82. http://dx.doi.org/10.1123/apaq.11.4.368.

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The purpose of this study was to identify possible subtypes of students with learning disabilities based upon gross motor functions. Subjects in a private school for learning difficulties were divided into a group of students with learning disabilities and a comparison group. Gross motor subtests from the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978) were administered to both learning-disabled and comparison groups. The four subtypes yielded by the K-means iterative partitioning method demonstrated distinct profiles. Cluster membership was shown to be fairly stable by internal validation techniques. The external validity of the four subtypes was verified by a teacher’s ratings of students’ physical behaviors. It was recommended that the outcome of type-specific remediation and the longitudinal stability of gross motor subtypes be evaluated.

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조은혜 and Sungdoo Hong. "Trend analysis of mathematical intervention research for elementary school students with learning difficulties and learning disabilities." EDUCATIONAL RESEARCH 71, no. ll (April 2018): 133–54. http://dx.doi.org/10.17253/swueri.2018.71..007.

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Odintsova, M. A., and M. G. Kulyatskaya. "Psychological Well-being of Students with Disabilities in an Inclusive Blended Learning Environment." Psychological-Educational Studies 11, no. 2 (2019): 30–42. http://dx.doi.org/10.17759/psyedu.2019110204.

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The inclusive mixed learning environment is considered as a multifaceted, affordable and flexible system that effectively combines distance and traditional technologies and provides psychological well-being and personality development for all students, regardless of whether they have certain restrictions or not. The article showed the psychological well-being of students with disabilities is determined by environmental (macro factors); socio-psychological (mesofactors); personal characteristics of students, their ability to overcome difficulties (microfactors). It was established that the various components of psychological well-being and students' coping strategies have different significance depending on the specifics of university educational environment. The ability to master various types of activities, effectiveness in coping with difficulties (environmental management) is typical for students of two groups of an inclusive mixad learning environment. Life goals are more shaped in healthy students in an inclusive mixed learning environment. An inclusive environment has been found to be favorable for healthy and disabled students, who, in terms of their psychological well-being, do not differ from healthy students of traditional learning environment and use less constructive coping strategies to a lesser degree. Particular attention should be paid to such characteristic of psychological well-being of students with disabilities as self-acceptance, which distinguishes them from healthy students of the two groups.

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Sandler, Adrian D., Stephen R. Hooper, and Anita A. Scarborough. "Academic Confessions of High School Students: An Analysis of Adolescents' Developmental Concerns." Perceptual and Motor Skills 77, no. 3 (December 1993): 1052–54. http://dx.doi.org/10.2466/pms.1993.77.3.1052.

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30 normally achieving and 24 high school students with learning disabilities from one public high school were enrolled in an exploratory study of adolescents' perceptions of their learning difficulties. Adolescents completed a structured interview based on metacognitive and information-processing theories. Items on which subjects reported the most substantial problems related mainly to attention and organization. Comparison of the frequencies of endorsement of items for each group showed adolescents with learning disabilities most commonly reported problems with use of strategies, retrieval memory, and rapid processing. Current assessment methods and instructional approaches often ignore these crucial aspects of learning and productivity by high school students.

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Παπαδάμ, Μαρία, and Ιωάννης Αγαλιώτης. "Διερεύνηση γεωμετρικών γνώσεων μαθητών με ήπιες εκπαιδευτικές ανάγκες." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 135. http://dx.doi.org/10.12681/psy_hps.26234.

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Geometry is a structural component of mathematics, with increased spatial and design requirements that cannot be easily met by students with mild disabilities. Systematic investigation of the difficulties encountered by students with mild disabilities in their effort to learn Geometry is a prerequisite for the implementation of effective intervention programs. However, research on this issue is relatively scarce. The aim of the present study was to assess the geometric knowledge of 54 students with mild disabilities (learning disabilities or ADHD) who attended the two last classes of elementary school. Participants were asked to recognize, describe and categorize geometric shapes and solid bodies that were presented in tactile mode and through pictorial representations. Semi-structured clinical interviews were used for gathering the data in the context of Curriculum Based Assessment and the Van Hiele’s model of geometrical thinking. Participants of both categories of mild disabilities presented difficulties in distinguishing shapes and bodies, properly using the terminology, and formatting inductive geometrical reasoning. Participants with learning disabilities had higher achievement when dealing with haptic relative to pictorial representations of geometric shapes and bodies. Sixth graders performed better than fifth graders. Results are discussed in terms of the differences between the two categories of mild disabilities as well as with regard to the implementation of intervention programs.

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AL-Qatawneh, Yahya Hussain. "Effectiveness of a Computerized Program in the Treatment of Dyslexia in a Sample of Fourth Grade Students." Asian Social Science 16, no. 7 (June 12, 2020): 15. http://dx.doi.org/10.5539/ass.v16n7p15.

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Dyslexia is a specific learning disorder which has a neurobiological origin and is characterized by the presence of reading difficulties not accounted for by sensory, neurological, or intellectual deficits. Many researches indicated have conducted to study the effect of a computerized program to help students with dyslexia as it has proven its effectiveness in many fields. This study aimed to test the effectiveness of a computerized program in the treatment of dyslexia among the fourth grade students in a sample of Jordanian schools. The study sample consisted of (90) students in the fourth grade for the academic year 2017/2018. They were divided into two groups: a control group and an experimental group: 35 students and 55 students. This study was conducted through the introduction of an educational program to develop reading skills to address the difficulties of learning in reading, where learning is a necessary requirement because of its importance in the lives of students, so it was necessary to focus on learning to read to students at different levels of special needs, including those with learning disabilities who They may need some methods and strategies that suit their different learning styles. Therefore, this study came within the framework of teaching reading for people with learning difficulties in the basic stage. Provide teachers with training skills by training them in the use of the computer program in teaching reading skills, providing a theoretical background on the phenomenon of learning difficulties, especially in the field of reading, its causes and educational strategies for people with learning disabilities, and this helps to provide the necessary educational care for them.

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Apriani, Eka, and Dadan Supardan. "Language Learning Disabilities: How Can I Help My Students with Dyslexia?" ENGLISH FRANCA : Academic Journal of English Language and Education 2, no. 2 (December 31, 2018): 187. http://dx.doi.org/10.29240/ef.v2i2.598.

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Abstract This paper showed the language learning method in teaching disabilities students with dyslexia problem. In this article the main focus is how to teach the dyslexia students in reading skill. Furthermore, in this study also explain the causes of dyslexia which are neurological and cognitive factor. Beside of that, the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, Grade 1-3, and Grade 4-8) and middle childhood with dyslexia (High school, college, and adult). And the last teacher has important role in teaching for the students with reading disabilities and difficulties (dyslexia). Teacher can guide the student in learning, give them an interesting activities by using good strategy. Keyword: Reading Skill, Dyslexia, and Language Learning.

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Poon-McBrayer, Kim Fong. "Rhetoric, Accountability, Advocacy: Postschool Transition of Students With Specific Learning Difficulties in Hong Kong." Australasian Journal of Special Education 37, no. 1 (April 18, 2013): 4–18. http://dx.doi.org/10.1017/jse.2013.4.

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The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.

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

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