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Bateman, Barbara. "TEACHING WORD RECOGNITION TO SLOW-LEARNING CHILDREN." Reading & Writing Quarterly 7, no. 1 (1991): 1–16. http://dx.doi.org/10.1080/0748763910070102.
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Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.
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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (April 24, 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.
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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.
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vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (August 2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.
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research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.
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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Personalized Reading: Developing User-Describing Profile for Slow Learner Children." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 07 (July 11, 2019): 103. http://dx.doi.org/10.3991/ijim.v13i07.10775.
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<p><span style="font-size: medium;"><span style="font-family: Times New Roman;">Personalization is a good supplement for learning process. It has been claimed that personalization has a huge potential of providing solution to facilitate the learning path based on children ability and preferences. Diverse research on personalized learning for children have been conducted which, are commonly concerns on the development and implementation of personalized learning products and services. However these researches have little emphasized in exploring slow learner personalized learning process particularly on their reading ability. With that, this paper aims to highlight two key important processes of personalization for slow learner children which are construction of user profile and scenario. The scope of this study is on personalization of reading for slow learner children. There were 13 slow learner children with reading difficulties from primary school participated in this study. The key findings from this study are the construction of user profile and scenario that represent the personalization for reading. These user profile and scenario construction then provide guidelines for the development of personalized interface design for slow learner reading application. </span></span></p><p><strong> </strong></p><p> </p>
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Jannah, Shoikhatul, Suryanto, and Niken Titi Pratitis. "Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo." JournEEL (Journal of English Education and Literature) 3, no. 1 (June 1, 2021): 45–54. http://dx.doi.org/10.51836/journeel.v3i1.190.
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This study was conducted to describe the application of learning methods and media for slow learner children in order to improve the quality of slow learner children's learning during distance learning (PJJ). This research used qualitative research. Data collection techniques were observation, interviews and documentation studies. Data analysis techniques included data collection, data reduction, data presentation, drawing conclusions and verification. Based on the results of the analysis, the following results were obtained: (1) The subject teacher in making a learning plan did not differentiate between the slow learner and the regular child, but still paid attention to the characteristics of the slow learner. (2) in implementing the distance learning process remained the same as for normal children. Models, methods, learning media were the same, namely by using online media with the same time duration as normal children, but for slow learners there is an additional 2 hours of learning time for every two weeks through face-to-face learning activities ( Offline) and accompanied by a Special Assistance Teacher were carried out in schools with due observance of health protocols, (3) Evaluation of the slow learners (slow learner) was still carried out by subject teachers, the results of which were a reference for the follow-up activities of Special Assistance Teachers to provide guidance
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STOKES, STEPHANIE F., SOPHIE KERN, and CHRISTOPHE DOS SANTOS. "Extended Statistical Learning as an account for slow vocabulary growth*." Journal of Child Language 39, no. 1 (May 24, 2011): 105–29. http://dx.doi.org/10.1017/s0305000911000031.
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ABSTRACTStokes (2010) compared the lexicons of English-speaking late talkers (LT) with those of their typically developing (TD) peers on neighborhood density (ND) and word frequency (WF) characteristics and suggested that LTs employed learning strategies that differed from those of their TD peers. This research sought to explore the cross-linguistic validity of this conclusion. The lexicons (production, not recognition) of 208 French-speaking two-year-old children were coded for ND and WF. Regression revealed that ND and WF together predicted 62% of the variance in vocabulary size, with ND and WF uniquely accounting for 53% and 9% of that variance respectively. Epiphenomenal findings were ruled out by comparison of simulated data sets with the actual data. A generalized Mann–Whitney test showed that children with small vocabularies had significantly higher ND values and significantly lower WF values than children with large vocabularies. An extended statistical learning theory is proposed to account for the findings.
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Nurul Husna M, Wan Fatimah WA, Ahmad Sobri H, and Manisah MA. "PROPOSED ROBOTIC-BASED MODEL FOR SLOW LEARNER’S LEARNING." Malaysian Journal of Public Health Medicine 20, Special1 (August 1, 2020): 6–13. http://dx.doi.org/10.37268/mjphm/vol.20/no.special1/art.662.
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Learning is important for the development of children with special needs. Slow learners, which are included in the special-needs category suffer from extreme timidity thus making them unable to actively involved in learning sessions. It is important for them to actively involve in the learning activities as it affects their academic achievement. This study involves two phases of activities which are; Phase 1, identification specification through literature review and expert interview, and Phase 2, model development. From the specification identification phase, suitable elements and components are identified, gathered, analysed and organised to prepare a comprehensive model. Therefore, a robotic-based model for slow learners’ learning is proposed. The model consists of the elements and the components that emphasize interactive student-centred learning. The model is derived from Care-Receiving Robot, Social Development Theory and Triple-D Model which consists of the teacher (More Knowledgable Other), the student, the robot (Care-Receiving Robot), learning by teaching to invoke student-centred learning, and evaluation (Triple-D Model).
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Wulandari, Suci, and Susanti Prasetyaningrum. "Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar." Psympathic : Jurnal Ilmiah Psikologi 5, no. 2 (December 31, 2018): 131–48. http://dx.doi.org/10.15575/psy.v5i2.2977.
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Slow learner children may find it hard to learn abstract and symbolic concepts, which could lead to difficulties in math learning, such as sum. The stamp game is a learning media with a concept to teach count operation (sum) with concrete form that is easy to use by children with simple steps and used repeatedly to reinforce the concepts. Thus, it may improve math ability in slow learner children. The purpose of this study is to improve the ability of counting operations (sum) in elementary school students who are slow learner by using the stamp game. This study used single case experimental design. The participants were three slow learner children selected using purposive sampling technique. The results of the research show that the stamp game can improve counting (sum) ability in elementary school students who are a slow learner.
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Appavoo, Perienen. "Explaining the Low Primary School Performance in the Rural District of Black River, Mauritius: A Teacher’s Perspective." Journal of Education and Research 4, no. 2 (August 20, 2015): 39–53. http://dx.doi.org/10.3126/jer.v4i2.12388.
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Pass rates at the end of primary schooling for the rural district of Black River are alarming as they have remained at a low level over many years. This research seeks to explain the situation from a teacher’s perspective and to unveil the causes which persistently hamper student progress. Statistics show that children in Black River are on a par with their counterparts in other rural and urban areas in respect to access to school facilities, qualified teachers, and provision of pedagogical materials and learning tools. This study shows that students’ motivation, follow-up of learning at home and parents’ involvement in children’s studies are at an unacceptable level and require urgent consideration. The last two determinants were found to be positively related but the correlation coefficient is not very high (r = 0.518). Analysis also points to the low and inadequate level of pre-primary education of children when they enter primary schools, and to the difficulties of teachers in educating children with social problems. One seminal finding of this research study is that, without sustained parent/community support and encouragement, learning performance in the Black River region is unlikely to be improved. This finding is in agreement with the results of many studies reported previously in the literature. Respondents made some valuable suggestions for remedying the situation, the most important one being the need to implement community-based strategies to encourage parents and the surrounding community to support the education of children.
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Kurnia, Rina, and Yeti Nurhayati. "DEVELOPMENT OF INQUIRY-BASED STUDENT WORKSHEETS (LKPD) ON MATHEMATICS SUBJECT IN THE MATERIAL OF CUBES AND BLOCKS TO IMPROVE MATHEMATICAL UNDERSTANDING OF SLOW LEANERS." PrimaryEdu - Journal of Primary Education 4, no. 1 (February 19, 2020): 12. http://dx.doi.org/10.22460/pej.v4i1.1468.
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This research is background by most of the slow learner children who are slow in understanding the basic concepts of cubes and blocks, slow learners children still have difficulty in verbally defining the concept of cubes and blocks. This research aims to develop the Student Inquiry Worksheet (LKPD) based on inquiry in the mathematics subject matter of cubes and beams in slow learners and to find out the improvement of the ability of mathematical understanding of slow learners of children on cube and blocks material after applying inquiry-based learning models. The research was conducted at SDN Margahayu 08 Bandung Regency, using the Research and Development model. LKPD was developed with the stages of identifying problems, collecting data, designing LKPD, validating, revising designs, and conducting LKPD trials. The results of the analysis using SPSS software version 24.0 For windows with several stages of testing, namely the prerequisite test (normality and homogeneity test), T test (paired sample t test). by first analyzing the test result data (pre-test and post-test) conducted individually on the child slow learner about the ability to understand mathematical concepts of cube and beam material. the results showed that LKPD was appropriate to be used in learning slow learner cubes and blocks with inquiry-based material and there was an increase in the ability to understand mathematical concepts of slow learner children by using LKPD and by applying inquiry-based learning models.
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Ankiah-Gangadeen, Aruna, and Michael Anthony Samuel. "Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i2.204.
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Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.
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Krishnarathi. "CHARACTERISTICS AND ASSESSMENT OF STUDENTS WITH LEARNING DISABILITY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (April 30, 2016): 68–73. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2756.
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In every class there are probably some children with learning difficulties. Perhaps the child can-not learn to read fluently or may not be able to learn multiplication tables by heart. He or she may be slow at mental calculation or finds learning new motor skills problematic – there are many types of difficulties. During their career, every teacher meets several children for whom learning is laborious and even children who think that they cannot learn. Teaching these children is a challenge for the instructor. In fact, it is a challenge for the entire school. This article explain what are the characteristics of students with learning disability, how to identified the learning disability, assessment of learning disability and to guide them in helping students to overcome the challenges of learning difficulties.
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Oehler-Stinnett, Judy, Terry A. Stinnett, Andrea L. Wesley, and Howard N. Anderson. "The Luria-Nebraska Neuropsychological Battery-Children's Revision: Discrimination between Learning-Disabled and Slow-Learner Children." Journal of Psychoeducational Assessment 6, no. 1 (March 1988): 24–34. http://dx.doi.org/10.1177/073428298800600103.
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Jang, Yongwon, Seunghwan Kim, Kiseong Kim, and Doheon Lee. "Deep learning-based classification with improved time resolution for physical activities of children." PeerJ 6 (October 19, 2018): e5764. http://dx.doi.org/10.7717/peerj.5764.
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Background The proportion of overweight and obese people has increased tremendously in a short period, culminating in a worldwide trend of obesity that is reaching epidemic proportions. Overweight and obesity are serious issues, especially with regard to children. This is because obese children have twice the risk of becoming obese as adults, as compared to non-obese children. Nowadays, many methods for maintaining a caloric balance exist; however, these methods are not applicable to children. In this study, a new approach for helping children monitor their activities using a convolutional neural network (CNN) is proposed, which is applicable for real-time scenarios requiring high accuracy. Methods A total of 136 participants (86 boys and 50 girls), aged between 8.5 years and 12.5 years (mean 10.5, standard deviation 1.1), took part in this study. The participants performed various movement while wearing custom-made three-axis accelerometer modules around their waists. The data acquired by the accelerometer module was preprocessed by dividing them into small sets (128 sample points for 2.8 s). Approximately 183,600 data samples were used by the developed CNN for learning to classify ten physical activities : slow walking, fast walking, slow running, fast running, walking up the stairs, walking down the stairs, jumping rope, standing up, sitting down, and remaining still. Results The developed CNN classified the ten activities with an overall accuracy of 81.2%. When similar activities were merged, leading to seven merged activities, the CNN classified activities with an overall accuracy of 91.1%. Activity merging also improved performance indicators, for the maximum case of 66.4% in recall, 48.5% in precision, and 57.4% in f1 score . The developed CNN classifier was compared to conventional machine learning algorithms such as the support vector machine, decision tree, and k-nearest neighbor algorithms, and the proposed CNN classifier performed the best: CNN (81.2%) > SVM (64.8%) > DT (63.9%) > kNN (55.4%) (for ten activities); CNN (91.1%) > SVM (74.4%) > DT (73.2%) > kNN (65.3%) (for the merged seven activities). Discussion The developed algorithm distinguished physical activities with improved time resolution using short-time acceleration signals from the physical activities performed by children. This study involved algorithm development, participant recruitment, IRB approval, custom-design of a data acquisition module, and data collection. The self-selected moving speeds for walking and running (slow and fast) and the structure of staircase degraded the performance of the algorithm. However, after similar activities were merged, the effects caused by the self-selection of speed were reduced. The experimental results show that the proposed algorithm performed better than conventional algorithms. Owing to its simplicity, the proposed algorithm could be applied to real-time applicaitons.
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Mansor, Marzita. "A Step-by Step Process in Designing Personalized Reading Content for Slow Learner Children." International Journal of Humanities, Management and Social Science 2, no. 2 (December 4, 2019): 95–102. http://dx.doi.org/10.36079/lamintang.ij-humass-0202.38.
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Teaching slow learner children in reading is a challenging process. It requires personalization touch which can deliver suitable reading materials to meet diverse slow learner existing knowledge, needs and preferences. However, despite the various implementation of the personalization in a wide range of areas, the implementation of existing teaching and learning in primary schools in Malaysia does not support personalization. With an intention to cater to slow learner reading difficulties, this research offers a step-by-step process of designing personalization of reading content for slow learner children. In conclusion, developing personalized reading content for the slow learner children is one way of attaining the need for the slow learner children in reading. By offering personalization of reading for the slow learner children, perhaps it would be something interesting tool to be explored by a slow learner to break a code of reading successfully.
Mengajar anak-anak yang lambat belajar membaca adalah proses yang menantang. Dibutuhkan sentuhan personalisasi yang dapat memberikan bahan bacaan yang sesuai untuk memenuhi beragam pengetahuan, kebutuhan, dan preferensi pelajar lambat. Namun, terlepas dari berbagai implementasi personalisasi di berbagai bidang, implementasi pengajaran dan pembelajaran yang ada di sekolah dasar di Malaysia tidak mendukung personalisasi. Dengan maksud untuk memenuhi kesulitan membaca pelajar lambat, penelitian ini menawarkan proses selangkah demi selangkah mendesain personalisasi konten membaca untuk anak-anak yang lambat belajar. Sebagai kesimpulan, mengembangkan konten bacaan yang dipersonalisasi untuk anak-anak yang belajar lambat adalah salah satu cara untuk mencapai kebutuhan anak-anak yang belajar dengan lambat. Dengan menawarkan personalisasi membaca untuk anak-anak yang belajar lambat, mungkin itu akan menjadi alat yang menarik untuk dieksplorasi oleh pelajar yang lambat untuk memecahkan kode membaca dengan sukses.
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Alahmadi, Nsreen. "Classifying Children with Learning Disabilities on the Basis of Resting State EEG Measures Using a Linear Discriminant Analysis." Zeitschrift für Neuropsychologie 26, no. 4 (August 2015): 249–56. http://dx.doi.org/10.1024/1016-264x/a000161.
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Abstract. This study examines the usefulness of easy to obtain EEG measures to discriminate learning-disabled children (LD) from healthy control children. Here the spectral power in the delta, theta, alpha, and beta EEG bands and various power ratios (theta/alpha, theta/beta, beta/alpha, beta/theta, beta/[alpha+theta], [delta+theta]/alpha, alpha/delta, and [theta+alpha]/beta) are applied. These measures were subjected to a factor analysis with varimax rotation revealing four factors explaining 90 % of the entire variance. Factor 1 represents the power of the slow EEG frequency bands delta and theta, factor 2 the relationship between fast and slow frequency bands, factor 3 the slow to fast ratios, and factor 4 the absolute power of nearly all frequency bands. Group differences were found for three factor scores (1, 3, and 4). The linear discriminant analysis with the four factor scores as dependent and the group allocation as independent variables revealed a correct classification of 86 %. Although this classification is far from being perfect it is nevertheless reasonable high and statistically significant. Thus, EEG measures like the one used in this study might support the diagnosis of this difficult to diagnose disability. In addition, the EEG measures identified provide a deeper insight into the neural underpinnings of this disability. Based on this knowledge it might be possible to design new therapeutic strategies to treat LD.
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Lüke, Carina, and Ute Ritterfeld. "The influence of iconic and arbitrary gestures on novel word learning in children with and without SLI." Gesture 14, no. 2 (December 31, 2014): 204–25. http://dx.doi.org/10.1075/gest.14.2.04luk.
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Two experiments were conducted to investigate the role of gestures on novel word learning in preschoolers. In Study 1, 20 children at the average age of 4;9 years were given novel words under 3 conditions: with support of iconic gestures; arbitrary gestures; no gestures, exemplifying a within-subject design. Results indicate scaffolding effects of both types of gestures in comparison to the control condition. No indication of gesture type effects could be observed even in children who were old enough to understand the iconicity of iconic gestures. Study 2 was implemented to further test the scaffolding effect of gestures vs. no gestures in children with SLI (n = 20) — but this time only iconic gestures were used. A between-subjects design was followed, using matched groups. Slow mapping was observed in addition to fast mapping within a 5-week-intervention period. Results confirm the scaffolding effect of iconic gestures on slow mapping in the clinical sample.
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Wiley, Susan. "Children Who Are Deaf or Hard of Hearing With Additional Learning Needs." Perspectives on Hearing and Hearing Disorders in Childhood 22, no. 2 (October 2012): 57–67. http://dx.doi.org/10.1044/hhdc22.2.57.
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Additional learning problems are common in children who are deaf or hard of hearing (HoH). This higher rate of additional disabilities beyond the general population may be related to the overlap of causes for hearing loss, such as prematurity, that also can impact child development. Delayed identification of atypical learning strategies impacts appropriate interventions for all of a child's needs and, furthermore, may impact communication strategies, thus negatively impacting language outcomes. In this article, I outline some red flags for additional disabilities in children who are deaf or HoH. I will present an algorithm for thinking systematically through causes of slow language progress in children who are deaf or HoH to guide professionals who work with children. I will stress strategies to identify expanded team members and collaborate towards improved outcomes for children with different learning needs.
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Khiyarusoleh, Ujang. "PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 2, no. 1 (June 17, 2019): 1–10. http://dx.doi.org/10.33541/sel.v2i1.998.
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ABSTRAK
Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya.
Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner
ABSTRACT
Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was
to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children.
Keywords: role of parents, role of special guidance teachers, slow learner
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van Rijn, E., S. A. Walker, V. C. Knowland, S. A. Cairney, A. D. Gouws, M. Gaskell, and L. Henderson. "0086 Daytime Napping and Memory Consolidation of Novel Word Learning in Children and Adults." Sleep 43, Supplement_1 (April 2020): A35. http://dx.doi.org/10.1093/sleep/zsaa056.084.
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Abstract Introduction Memory for novel words benefits from sleep, particularly non-rapid eye movement (NREM) sleep and its features, such as sleep spindles and slow oscillations. This is consistent with systems consolidation models, in which sleep supports transfer from hippocampal to neocortical memory networks. Larger amounts of slow wave sleep in children has been proposed to account for enhanced consolidation effects, but such studies have typically focused on nocturnal sleep. We examined whether daytime naps benefit word retention in adults and children aged 10–12 years, and whether this relationship in children is affected by differences in white matter pathway microstructure. We hypothesized that the link between memory consolidation and structural brain connectivity will be mediated by the degree of sleep spindles during the nap. Methods Adults (N = 31; mean age = 20.91, SD = 1.55) and children (N = 38; mean age = 11.95, SD = 0.88) learned spoken novel words, followed by a 90-minute nap opportunity monitored with polysomnography. Memory for the words was tested pre- and post-nap. Children’s structural brain connectivity was measured using diffusion tensor imaging (DTI). Results Word memory was preserved following sleep in adults, while an adult wake control condition showed deterioration. Similarly, in children memory performance was stable over the nap, with wake control data currently being collected. Analyses relating behavioral changes over the nap to NREM sleep features and structural brain connectivity will be presented. Conclusion In line with sleep-dependent memory consolidation models, daytime naps protect novel words from forgetting in adults and children. Examining potential relationships between nap-based consolidation and structural integrity has important theoretical implications, given the increase in brain connectivity in language areas during childhood, as well as white matter alterations in developmental populations. Support This research was supported by the UK Economic and Social Research Council, grant no. ES/N009924/1.
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Murphy, Gregory L. "Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1112–13. http://dx.doi.org/10.1017/s0140525x01310130.
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Research on children's and adults' concepts embodies very different assumptions of how concepts are structured, as reflected in their experimental designs. Developmental studies seem to assume that categories contain highly similar objects that can all be identified from one or two examples. If concepts are more like those tested in adult experiments, research on word learning may be misleading.
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HU, CHIEH-FANG, and C. MELANIE SCHUELE. "Learning nonnative names: The effect of poor native phonological awareness." Applied Psycholinguistics 26, no. 3 (July 2005): 343–62. http://dx.doi.org/10.1017/s0142716405050204.
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This research investigates the influence of phonological awareness on the learning of vocabulary in a foreign language. Thirty-seven Chinese-speaking third graders with high phonological awareness and 37 with low phonological awareness participated in multitrial word learning tasks involving nonnative sounding (English) new names paired with novel referents. The children also participated in three additional associative learning tasks: learning to associate novel native sounding names, familiar native names, and unfamiliar visual shapes with unfamiliar referents. Results indicated that children with lower phonological awareness learned both the novel nonnative names and the novel native names less accurately than children with higher phonological awareness and required more learning trials. However, these two groups did not differ in learning to associate familiar names or unfamiliar visual shapes with novel referents. The findings suggest that poor phonological awareness might slow nonnative acquisition of vocabulary via difficulty in constructing new phonological representations for new words.
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Maryani, Ika, Noven Kusainun, Laila Fatmawati, Vera Yuli Erviana, Muhammad Nur Wangid, and Ali Mustadi. "Parents’ Roles in Overcoming Elementary Students’ Learning Difficulties." International Journal of Evaluation and Research in Education (IJERE) 7, no. 4 (December 1, 2018): 305. http://dx.doi.org/10.11591/ijere.v7i4.15015.
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This research aims to identify learning problems and the parents’roles in overcoming learning difficulties of 5<sup>th</sup>-grade students of Muhammadiyah Karangturi Elementary School, Bantul, Yogyakarta. Research participants were six students with learning difficulties, six parents, and four teachers. Selection of subjects used purposive sampling technique. Research object was the parents’ roles in overcoming students’ learning difficulties. This research was a qualitative research with data collection techniques in the form of observation, interviews, and documentation. Data analysis technique was the interactive model (data collection, data reduction, data models, and drawing conclusions). The results showed that the problems experienced by students with learning difficulties in Muhammadiyah Karangturi Elementary School were lower than average learning outcomes, slow understanding, and lack of reasonable attitudes, behavior, and emotional symptoms during the learning process. The parents’ roles in overcoming students’ learning difficulties are finding tutoring institutions for children, accompanying children when coming and going home from school, being good listeners, accompanying learning activities at home, taking children on the first day of school, meeting with teachers through parents association, and present at the distribution of learning outcomes report card.
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Brooks, P. L., and S. A. J. Weeks. "A comparison of the responses of dyslexic, slow learning and control children to different strategies for teaching spellings." Dyslexia 4, no. 4 (December 1998): 212–22. http://dx.doi.org/10.1002/(sici)1099-0909(1998120)4:4<212::aid-dys120>3.0.co;2-q.
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Iswinarti, Iswinarti, and Roselina Dwi Hormansyah. "Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy." Persona:Jurnal Psikologi Indonesia 9, no. 2 (December 25, 2020): 319–34. http://dx.doi.org/10.30996/persona.v9i2.3491.
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AbstractA slow learner is a child who has a delayed learning process. It affects other abilities such as adaptation, communication, and personality that can affect self-esteem. High self-esteem will make someone able to think positively about themselves and be more confident. One treatment to improve self-esteem is using Child-Centered Play Therapy (CCPT). It helps children to explore themselves through play media. This study aimed to see the effect of CCPT on the improvement of self-esteem in slow learner children. This study designed by using a quasi-experiment with a control group also pre-test and post-test. Subjects were 20 people with 9-11 years age range who were identified as slow learners. There were two groups in this study: experimental groups and the control groups that each contained 10 children. Rosenberg Self-Esteem (RSE) was used as an instrument of self-esteem (?=0,85). The data analysis method used Wilcoxon and Mann-Whitney tests. It proved that Child-Centered Play Therapy (CCPT) was effective in increasing the self-esteem of children who were slow learners. Slow learner children can increase their self-esteem through fun activities. Keyword: Child centered play therapy; Self-esteem; Slow learner AbstrakAnak dengan slow learner adalah seorang anak yang mengalami keterlambatan dalam proses belajar. Keterlambatan ini berpengaruh terhadap kemampuan lainnya seperti adaptasi, komunikasi dan pribadi yang dapat memberi dampak terhadap harga diri. Anak dengan harga diri yang tinggi membuat mereka dapat berpikir positif mengenai dirinya sendiri dan lebih percaya diri. Salah satu bentuk penanganan untuk meningkatkan harga diri adalah menggunakan Child Centered Play Therapy (CCPT). Terapi ini membantu anak mengeksplorasi diri melalui media bermain. Tujuan penelitian ini adalah untuk melihat pengaruh CCPT terhadap peningkatan harga diri anak slow learner. Desain penelitian menggunakan eksperimen quasi dengan kelompok kontrol serta pre-test dan post-test. Terdapat dua kelompok dalam penelitian, yaitu kelompok eksperimen yang terdiri atas 10 anak, dan kelompok kontrol juga terdiri atas 10 anak. Rosenberg Self Esteem (RSE) digunakan sebagai instrumen untuk mengukur harga diri (?=0,85). Teknik analisis data menggunakan uji Wilcoxon dan Mann Whitney. Hasil penelitian menunjukan bahwa Child Centered Play Therapy (CCPT) efektif meningkatkan harga diri anak slow learner. Anak slow learner dapat meningkat harga dirinya melalui terapi yang menyenangkan yaitu melalui bermain. Kata kunci: child centered play therapy; self-esteem; slow learner
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Sopianah, Yayah, Muhammad Fiqih Sabilillah, and O. Oedijani. "The effects of audio-video instruction in brushing teeth on the knowledge and attitude of young slow learners in Cirebon regency." Dental Journal (Majalah Kedokteran Gigi) 50, no. 2 (June 30, 2017): 66. http://dx.doi.org/10.20473/j.djmkg.v50.i2.p66-70.
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Background: Young slow learners are children with special needs who require special attention to satisfy their personal hygiene needs, especially those of dental hygiene since they are particularly susceptible to tooth decay. Changing the knowledge and attitudes of those slow learners can be achieved by a proper method. Purpose: This study aimed to analyze the effects of teaching effective methods of brushing teeth by means of an audio video approach on the knowledge and attitude of young slow learners in Cirebon regency. Methods: This study was quasi-experimental in nature using pre test-post test methods within a two-group design. The sampling technique employed was purposive in nature. The number of young slow learners as respondents in this research totalled 31 individuals. Those children were, subsequently, divided into two groups; Group I containing 16 children, instructed in tooth brushing techniques by means of an audio video method and Group II composed of 15 children who were taught tooth brushing techniques manually. The variables measured consisted of subjects’ knowledge of and attitude towards how to brush teeth most effectively identified by means of a questionnaire, in order that the interval data could be collected. Results: The results of an independent T-test showed there to be significant differences in the mean scores of the knowledge variable and the attitude variable (p = 0.003 and p = 0.000 respectively) between Groups I and II, at that stage of the investigation. Conclusion: It can be concluded that instructional audio-videos on how to brush teeth most effectively can improve both the knowledge and attitude of children with slow learning problems.
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Bello, Ilia. "ADEQUATE TRAINING FOR CHILDREN WITH DYSLEXIA." Knowledge International Journal 28, no. 3 (December 10, 2018): 1145–52. http://dx.doi.org/10.35120/kij28031145i.
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The present study presents the problems of dyslexia, methods of dyslexia, dyslexia therapy programs and special training for dyslexic children.Reading and learning the curriculum are the two things that determine the child's success at school.The word "dyslexia" means difficulty with words or language and is often used in relation to children or adults whose apparent intelligence is contrary to the difficulties they encounter in reading and writing. Matanova (2001) notes that the concept was introduced by the German ophthalmologist R. Berlin in 1884. He makes the term of the Greek words dys - "sick" or "tough", and lexis - "word". "Dyslexia" is the first and main term used to refer to a variety of problems related to the learning process, usually associated with reading, writing and math problems that a child has at school, with the fact that dyslexics see the letters moved or turned upside down or slow and difficult to learn, but the difficulties in school are just some of the manifestations of dyslexia, each case is different, there are not two people who develop exactly the same forms of dyslexia dyslexia, what is important to know is that dyslexia is not the result of mental or neurological impairment nor is it caused by brain malformation Dyslexia is the product of thinking and the particular way in which some people react to a sense of confusion.
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Goldfield, Beverly A., and J. Steven Reznick. "Early lexical acquisition: rate, content, and the vocabulary spurt." Journal of Child Language 17, no. 1 (February 1990): 171–83. http://dx.doi.org/10.1017/s0305000900013167.
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ABSTRACTThe transition from slow to rapid word-learning was examined in a longitudinal study of 18 children. Beginning at age 1;2, mothers kept a diary of children's words. Diary entries were discussed during phone calls to the home every 2½ weeks. A chronological record of nouns and other word classes was coded from the diary records.Thirteen children evidenced a prolonged period of up to three months during which rate of acquisition markedly increased. Almost threequarters of the words learned during this period were nouns. Five children evidenced more gradual word-learning, and acquired a balance of nouns and other word classes. These results suggest that the terms ‘vocabulary spurt’ and ‘naming explosion’ best describe children who focus their early linguistic efforts on a single strategy: learning names for things. Other children may attempt to encode a broad range of experience with a more varied lexicon, a strategy that results in more gradual lexical growth.
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Vauras, Marja, Riitta Kinnunen, and Leea Kuusela. "Development of Text-Processing Skills in High-, Average-, and Low-Achieving Primary School Children." Journal of Reading Behavior 26, no. 4 (December 1994): 361–89. http://dx.doi.org/10.1080/10862969409547859.
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This longitudinal study is focused on the development of learning strategies in low-, average-, and high-achieving children from third to fifth grade (i.e., from age 9–10 to age 11–12). Children's comprehension and learning of expository texts were examined on micro-, local-, and global-level processing skills. The aims were to provide a characterization of individual differences in learning strategies, and to depict the development of text learning skills over a critical 2-year period, when children are expected to master basic reading skills and to develop text comprehension skills. The results supported the prediction of gradual increase in higher level processing skills with age. Even though this development was evident also in micro-level processes, the most critical development from age 9 onward took place in local- and global-level processing. However, developmental patterns were dependent on the initial skill and achievement level of a child. Clear progression could be found in average- and high-achieving students' local- and global-level coherence processes and learning strategies. This development was most striking in the extreme group of top-achievers, whereas low-achieving children's skills evidenced slow progression and, compared to others, even relative regression. The same developmental patterns were found in students' grade-point-averages.
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Morse, Amy B., and Polly Wagner. "Learning to Listen: Lessons from a Mathematics Seminar for Parents." Teaching Children Mathematics 4, no. 6 (February 1998): 360–75. http://dx.doi.org/10.5951/tcm.4.6.0360.
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It is 6:00 on a Thursday evening. Twenty parents leave their children behind to finish dinner, to take baths, and to be read to by someone else. They then head off to school for another in a series of eight three-hour sessions on mathematics. Class does not quite start on time, as usual. Maria is late—the babysitter did not show up on time. Ed's spouse did not get home from work in time, and the children are too young to be left on their own. Lavinia calls from work; she cannot leave in time to get to school tonight, and she is very sorry to miss the class. Despite the slow start, our classroom begins to fill. Evan has brought food to share, a much appreciated dinner substitute. Tamiko brings her homework to the facilitator and asks if she may turn in a rough piece of writing or if she should take it home and work on it some more. Standing around the snack table, parents talk together for a few minutes about the traffic, the rush to gel here, a new mathematical idea they heard from their child….
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Weismer, Susan Ellis, and Linda J. Hesketh. "Lexical Learning by Children With Specific Language Impairment: Effects of Linguistic Input Presented at Varying Speaking Rates." Journal of Speech, Language, and Hearing Research 39, no. 1 (February 1996): 177–90. http://dx.doi.org/10.1044/jshr.3901.177.
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The purpose of this study was to investigate the impact of speaking rate variations in the linguistic input provided to children during a novel word learning task. Thirty-two school-age children participated in this investigation, including 16 children with specific language impairment (SLI) and 16 normal language (NL) controls matched on mental age (MA). The younger half of the NL group also served as a vocabulary level comparison for the older half of the children with SLI. No significant rate effects were found for comprehension of novel words, with all children performing at relatively high levels of accuracy. The group with SLI demonstrated the same recognition accuracy pattern as MA matched controls for target labels versus phonetically similar/dissimilar foils only for words trained at slow rate. Rate effects were most pronounced for items with the highest difficulty level, namely production of novel words. Children with SLI produced significantly fewer words that had been presented at fast rate during training than NL children matched on mental age or vocabulary level. Individual differences and production error patterns on fast rate items were examined. The finding that variations in speaking rate had a disproportionate impact upon word learning for children with SLI was interpreted within a framework of limited processing capacity.
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Husna, Difaul, Yazida Ichsan, and Unik Hanifah Salsabila. "Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean." International Journal on Advanced Science, Education, and Religion 4, no. 1 (March 14, 2021): 19–27. http://dx.doi.org/10.33648/ijoaser.v4i1.93.
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Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through purposive sampling method, with research data obtained through observation methods, interviews and documentation. Data analysis is carried out through several procedures, namely data reduction, data presentation, verification and data validity test using triangulation techniques. The results showed that Islamic Education learning was carried out in regular full inclusion classes using a modified regular curriculum for slow leaner students. Learning Islamic Religious Education SMP Muhammadiyah 1 Godean faced several separate problems such as the un availability of Special Companion Teachers and differences in characteristics of each student, both regular students and special needs.
Keywords: Inclusive Education, Students Special Needs, Islamic Education
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Aram, Dorothy M., and Julie A. Eisele. "Limits to a Left Hemisphere Explanation for Specific Language Impairment." Journal of Speech, Language, and Hearing Research 37, no. 4 (August 1994): 824–30. http://dx.doi.org/10.1044/jshr.3704.824.
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The hypothesis of unilateral left hemisphere damage as an explanatory model for the neurological basis of specific language impairment (SLI) does not appear to be sufficient for most children with SLI. Children with unilateral brain lesions have been shown to function significantly lower than their neurologically intact peers on a variety of language measures, yet few of the deficits noted are as persistent or severe as those seen in SLI. In at least two instances, however, language symptomatology following unilateral lesions in children does parallel some types of SLI. The first occurs following subcortical damage to anterior grey and white matter structures that typically results in pronounced language and learning disorders. The second parallel lies in the similar developmental course shared by children with “delayed” language and children with known unilateral lesions, whereby language onset and development is slow in the preschool years but normalizes by school age, with minimal long-term language-learning deficits.
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Short, Elizabeth J., Lynne Feagans, James D. McKinney, and Mark I. Appelbaum. "Longitudinal Stability of LD Subtypes Based on Age- and IQ-Achievement Discrepancies." Learning Disability Quarterly 9, no. 3 (August 1986): 214–25. http://dx.doi.org/10.2307/1510467.
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A twofold classification system based on discrepancy formulas was employed to subtype normal (NLD) and learning disabled (LD) children into educationally meaningful groups based upon simultaneous consideration of IQ-achievement and age-achievement discrepancies. 52 LD and 58 NLD children were classified into five groups: overachievers, target achievers, underachievers, slow learners, and disabled achievers. This classification system appeared useful by its ability to differentiate disabled learners, who were discrepant in reading achievement as predicted by both age and IQ, from slow learners, who were only discrepant in reading achievement as predicted by age. The longitudinal stability of the classification scheme was examined over a 3-year period. As expected, NLD students' achievement was more predictable over time than their LD peers' LD students became more disabled with age in spite of remedial services. The educational implications and theoretical relevance of discrepancy-based subtypes are discussed.
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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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Zamin, N., N. I. Arshad, N. Rafiey, and A. S. Hashim. "Robotic Teaching Aid for Disabled Children: A Sustainable Solution for Industrial Revolution 4.0." International Journal of Engineering & Technology 7, no. 2.28 (May 16, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.28.12912.
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Many special needs children suffer from a common characteristics impairment which appear as disability to interpret social cues, fail to use joint-attention tasks as well as a failure in social gaze when communicating. This what makes them different than the normal children. The results of this difficulty are the special needs children often get frustrated when they are unable to expressively share their feeling and socially interact with the community. This research is investigating the problems faced by autistic, down syndrome and slow learner children to respond and communicate appropriately with the people around them and to propose an efficient approach to improve their social interaction. Malaysian education policy is to integrate students with learning difficulties or special educational needs. Thus, the development of a robotic approach using LEGO Mindstorms EV3 to aid the teaching and learning of special needs children especially autism in in Malaysia in introduced in this paper. Robotic approach in special education provides changes, inclusive and sustainable development of the disabled community towards supporting Industrial Revolution 4.0.
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Haron, Habibah Norehan, Hafizah Harun, Rudzidatul Akmam Dziyauddin, and Azlina Kamaruddin. "Education and ICT Facilities of Royal Belum Orang Asli School Children." Journal of Management Info 2, no. 3 (September 1, 2015): 13–16. http://dx.doi.org/10.31580/jmi.v7i1.40.
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An effective teaching and learning using Information and Communication Technology (ICT) is necessary to facilitate students to the easy access world of knowledge. The use of ICT essentially leads to significant impact on a condusive learning environment and also on the students’ achievements. In Malaysia, the students come from different background and ethnics, which include orang Asli. The urban students might face less difficulties in accepting the ICT in their lessons. A question then raised regarding the readiness of the Orang Asli students, particularly in remote areas, like Royal Belum, Malaysia. This paper investigates the readiness of the primary students, namely from the Jahai group, in Royal Belum on the use of ICT devices, such as notepad and laptop. In addition to that, we studied the internet facilities and its connectivity at the schools, including some other related issues. Outcome of the observations showed positive readiness of Orang Asli students in using ICT devices. Nevertheless, a substantial effort from the ICT teachers seems crucial to the effective delivery of the ICT syllabus. Additionally, the schools suffer with slow connectivity as the data rate of 20 Mbps needs to be shared with other nearby schools. This has affected the students’ learning and also the teachers’ daily tasks, for instance, in meeting District Education Department (PPD) requirements regarding uploading marks online. Therefore, it is appropriate for the government agencies to search some initiatives in solving the current issues.
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Zharif Amin, Muhammad, Norshuhani Zamin, Hazrita Ab Rahim, Nurmala Irdawaty Hassan, and Nur Diyana Kamarudin. "Robo therapist: a sustainable approach to teach basic expressions for special needs children in Malaysia." International Journal of Engineering & Technology 7, no. 3.29 (August 24, 2018): 103. http://dx.doi.org/10.14419/ijet.v7i3.29.18533.
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Social interaction is an essential component for development of both normal and special needs children. However, many special needs children suffer from a lack of social interaction because they are unable to interpret social cues as well as a failure in social gaze when communicating. One of the ways to cope with these problems is to improve their social cognitive skill by teaching basic emotions through facial expressions. This paper describes the development of a new and sustainable teaching and learning approach using robotics to promote social interaction among special needs children of aged 4-6 years old. The robotic tool can teach basic facial expressions such as happy, sad and angry to increase emotion recognition skill among special needs children. The growing demand for technological innovation to enable empowerment of developing communities requires new and creative educational initiatives. Malaysia has also address it concerns on sustainable education for all spectrum of communities. RoboTherapist is a new teaching and learning method in Malaysia’s special education which targeting the special needs children. The special needs children are children with Autism, children with Down Syndrome, children with ADHD and slow learners. The aim of this research is to make teaching and learning more attentive for special needs children and hence to improve their social interaction in daily is life and gain confidence to communicate with the people around them.
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Paul, Rhea, and Rita L. Smith. "Narrative Skills in 4-Year-Olds With Normal, Impaired, and Late-Developing Language." Journal of Speech, Language, and Hearing Research 36, no. 3 (June 1993): 592–98. http://dx.doi.org/10.1044/jshr.3603.592.
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Two groups of children who were slow in expressive language development (SELD) at age 2 and a matched group of toddlers with normal language were re-evaluated at age 4. Assessment included measures of productive syntactic skills in spontaneous speech and narrative abilities in a standard story retelling task. Four-year-olds who continued to perform below the normal range in sentence structure production scored significantly lower than their normally speaking peers on all measures of narrative skill. Children who were slow to begin talking at age 2 but who, by age 4, had moved into the normal range in basic sentence structure production showed no statistically significant differences, in terms of several of the measures of narrative ability, from either normally speaking 4-year-olds or from the group with persistent delay. The implications of these findings for the management of early language delay and its relation to school learning disability are discussed.
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Satrisno, Hengki, and Heny Friantary. "Pola Pembelajaran Pendidikan Agama Islam Dalam Pendidikan Inqlusi Bagi Anak Yang Berkebutuhan Khusus (ABK) di SDIT Al Aufa Kota Bengkulu." Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat 4, no. 1 (September 27, 2019): 1. http://dx.doi.org/10.29300/mjppm.v4i1.2371.
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Education makes the needs of every human being, as an effort to maximize all the potential of the creator in order to become our human being. No exception for individuals who physically and psychologically have deficiencies and weaknesses called Children with Special Needs (ABK). To optimize the potential of these individuals, an appropriate learning pattern is needed, especially in the learning process of Islamic Religious Education. Al Aufa SDIT is an educational institution that provides Inclusive education services for ABK. Implement learning at SDIT Al Aufa using teacher and media learning patterns. Where this learning activity begins with compiling learning objectives, determining teaching material, establishing learning methods and media and evaluation instruments arranged simply. While learning activities in the classroom encountered several obstacles, namely the characteristics of ABK who were hyperactive, had difficulty communicating/ socializing and were slow in responding to the stimulus provided.
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Lokhandwala, S., T. Allard, T. Riggins, and R. M. Spencer. "0334 Hippocampal Development, Slow Wave Activity, and Nap-Dependent Memory Consolidation in Early Childhood." Sleep 43, Supplement_1 (April 2020): A127. http://dx.doi.org/10.1093/sleep/zsaa056.331.
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Abstract Introduction Naps support memory consolidation in early childhood. In adults, nap-dependent declarative consolidation is associated with SWA. SWA increases from early childhood into adulthood, and the shift of SWA from occipital to frontal distribution (F/O-ratio) is a marker of brain maturation. Thus, we explored how electrophysiological and structural characteristics of brain development relate to nap-dependent declarative learning in early childhood. Methods Twelve preschool-age children (8 female, M=48 months, SD=0.44) have completed three sessions (~1wk apart) within a larger study. In the first two sessions, children completed a visuo-spatial task before and after a 2-hr nap or wake interval. During the third visit, children underwent MRI assessment. Using PSG, SWA was measured in the delta band over frontal and occipital regions for nREM2 and nREM3 sleep. Results While F/O-ratio of SWA does not currently predict the F/O-ratio of cortical thickness (r(12)=.383, p=.219), right parahippocampal thickness positively correlates with F/O-ratio of SWA in nREM2 (r(12)=.591, p=.043). Nonetheless, children’s performance change following the nap was not associated with either parahippocampal thickness or F/O-ratio of SWA in any sleep stage (all ps>.538). However, performance in children who showed a post-nap benefit (n=5) positively correlated with right parahippocampal thickness (r(5)=.915, p=.029). This was not the case for children who did not show a post-nap benefit (r(7)=-.199, p=.668). Conclusion Although the F/O-ratio of SWA did not predict a similar ratio of cortical thickness, the association between right parahippocampal thickness and F/O-ratio of SWA is evidence that development of SWA parallels cortical development. While there is no overall association between post-nap performance and brain development characteristics, the relation between performance and right parahippocampal thickness in children showing a nap benefit suggests that memory during this age may depend on structural (rather than electrophysiological) brain development changes. Support NIH R21 HD094758 & NSF BCS 1749280
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Montare, Alberto. "Classical Conditioning of Beginning Reading Responses." Perceptual and Motor Skills 67, no. 2 (October 1988): 611–21. http://dx.doi.org/10.2466/pms.1988.67.2.611.
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The present study describes the first demonstration that laboratory-controlled experimental procedures can lead to the successful acquisition and subsequent retention of classically conditioned beginning reading responses (CCBRRs) in children of both sexes and mean age of 4 yr. Anticipatory instructions combined with higher-order classical conditioning temporally arranged into a trace conditioning paradigm presented for 10 trials for each response to be learned led to beginning reading responses being successfully acquired by 20 children during 95% of the 2,220 total acquisition learning trials and subsequently correctly recalled on 114 of the 222 retention test trials. Findings support the view that perhaps the relatively sudden and sustained acquisition learning curves for reading responses on the second-signalling-system level of behavior in the present study may be quite different from the relatively slow and incremental learning curves usually obtained in classical conditioning of the autonomic type which occur on the first-signalling-system level.
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Sari, Nicken Novita, Azmy Hadisa, and Virania Ananda. "Analisis Penggunaan Model Pembelajaran Inquiry Kelas IV di SDN Petir 4." FONDATIA 4, no. 1 (March 30, 2020): 86–94. http://dx.doi.org/10.36088/fondatia.v4i1.454.
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This study aims to determine: 1) Learning models use in science subject 2) Constrains in the use of learning models 3) Student learning outcomes in the inquiry learning models 4) Student responses is the use of inquiry learning models 5) Effort to overcome obstaceles in the use of learning models to achieve specified learning objectives. This research was conducted with the 4th grade homeroom teacher with interview techniques. From the result of the interview can be obtained that 1) Learning models use in science subjects in Petir 4 Elementary School are inquiry learning models 2) The obstacles faced in using this learning model are lack of adequate teaching aids differences in the characteristic of different students who are slow in accepting and understanding the information conveyed 3) Student learning out cones inquiry learning depends on the learning media and learning method in thematic learning more children who are active in the classroom, while the teacher only prevides further information the children who complete, of course different from KTSP. In KTSP teachers are more active than students grade four 4) Student responses in use of inquiry learning model that is good response, if the teacher is active his child also actively follows the teacher, whereas if the child is left in the classroom are not condutive 5) Effort to overcome obstacles in the use of inquiry learning models, namely by providing motivation and adding props to make it more interesting when learning takes place.
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Mubarak, Hafiz. "UPAYA GURU AL-QUR’AN DALAM MENGATASI KESULITAN BELAJAR MEMBACA AL-QUR’AN DI SDIT UKHUWAH BANJARMASIN." Jurnal Studia Insania 1, no. 1 (May 1, 2013): 39. http://dx.doi.org/10.18592/jsi.v1i1.1078.
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This research had goal to gain knowledge about any difficulties experienced by student since learning to read theQuran and what methods used by the Quran teachers to overcome learning difficulties. This research usedqualitative approach. The amount of data source was not determined, but it was based on snowball sampling.Although, the amount of research subject was not determined, the process of moving the research data was onsubjects at SDIT “Ukhuwah” Banjarmasin. The results showed that the learning difficulties experienced bystudents in the third grade to learn to read the Qur’an were: the students were difficult to concentrate or to focuse;a very active student verbally; slow student learning; student who had a low voice; student shard looked; studentsactively engaged; passive student; students had not been studied together with the child standard abilities; thenumber of children who were too much in the group.
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Yahya Putra, Andhika. "Strategi Pembelajaran Motorik Kasar pada Anak Usia Dini Era Pandemi Covid-19." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 5, no. 4 (December 31, 2020): 159–66. http://dx.doi.org/10.14421/jga.2020.54-03.
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This study aims to see the teacher's strategy in achieving gross motor learning goals during the Covid-19 pandemic. The type of research used is descriptive qualitative. The object of this research is the class teacher group A TK ABA Gunung Ketur Pakualaman Yogyakarta. Data interview technique by interview. The analysis of this research used Milles and Huberman. Test the validity of the data by using triangulation of sources and techniques. The results showed application of learning strategies is carried out, namely first, by making gross motoric learning videos then sharing them through the WhatsApp group. Second, using direct video calls with a race in it and the third, giving freedom to children to search for gross motor movement videos on YouTube. Obstacles in learning are slow parental response, bad signals, limited internet quota. For this reason, the teacher carries out home visit solutions to the homes of parents of students who have problems in the learning process.
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Laszlo, Judith I., Jannine M. Begg, and Kim M. Sainsbury. "The Size Illusion in Children from Five Years of Age and Adults." Perception 23, no. 2 (February 1994): 201–6. http://dx.doi.org/10.1068/p230201.
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First it was established that the size illusion occurs not only when complex patterns are presented kinaesthetically but even with simple stimuli such as straight lines and circles. Thus it was established that information overload is not the underlying cause of the illusion. The size illusion was investigated in children aged from five to twelve years and in adults. The stimulus circle was presented in passive kinaesthetic, sequential visual, in combined kinaesthetic and sequential visual, in static visual, and in combined kinaesthetic and static visual conditions either at fast or at slow speeds. A between-subjects design was used. In all conditions where the stimulus presentation included the kinaesthetic modality alone or in combination with visual or sequential visual conditions, size overestimation was found, while in the sequential visual and static visual conditions overestimation of the size of the stimulus was absent. Further, the kinaesthetic illusion was stable across the age range tested, indicating that the illusion is a property of the kinaesthetic system and is not influenced by learning, ie is hard wired.
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Triana, Dinny Devi, and Eddy Husni. "SENAM OTAK BERBASIS GERAK TRADISI KOORDINASI ASIMETRIS BAGI ANAK BERKEBUTUHAN KHUSUS." Sarwahita 14, no. 01 (May 31, 2017): 10–20. http://dx.doi.org/10.21009/sarwahita.141.02.
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ABSTRACT: Brain gymnastic is a collection of simple movements that aim to connect or unite the mind and body through kinesiology educational process. Kinesiology is a science that studies body movement and the relationship between muscle and posture to brain function. The motion of the limbs that is emphasized in brain gymnastics is a cross movement. The movement moves the extremes on one side of the body intersecting the midline and coordinates with the extremes on the other side of the body so that both hemispheres are used at the same time. Gymnastics of the brain in special needs children (simple children needs) as a child slow or slow (retarded) that will never succeed in school as children in general. Thus the basis of the need for bridal gymnastics is devoted to special needs of children who have been learning difficulties or concentrating disorders, and do not have a good focus on observing everything, so there needs to be a drill or balance exercise of coordination and asymmetric movements or crosses to optimize focus and his concentration.
ABSTRAK: Senam otak merupakan kumpulan gerakan-gerakan sederhana yang bertujuan menghubungkan atau menyatukan akal dan tubuh melalui proses edukasi kinesiologi. Kinesiologi merupakan suatu ilmu yang mempelajari gerakan tubuh dan hubungan antara otot dan postur terhadap fungsi otak. Gerak anggota tubuh yang ditekankan pada senam otak adalah gerakan menyilang. Gerakan tersebut menggerakkan ekstremitas pada satu sisi tubuh menyilang garis tengah dan berkoordinasi dengan ekstremitas pada sisi tubuh yang lain sehingga kedua hemisfer dipergunakan pada saat yang bersamaan. Senam otak pada anak kebutuhan khusus (special needs children) secara simple sebagai anak yang lambat (slow) atau mengalami gangguan (retarded) yang tidak akan pernah berhasil di sekolah sebagaimana anak-anak pada umumnya. Dengan demikian dasar kebutuhan adanya senam otak dikhususkan pada anak kebutuhan khusus yang mengalami kesulitan belajar atau gangguan berkonsentrasi, dan tidak memiliki fokus yang baik dalam mengamati segala hal, sehingga perlu adanya drill atau latihan keseimbangan gerak-gerak koordinasi dan asimetris atau menyilang untuk mengoptimalkan fokus dan konsentrasinya.
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Ng, Shun Wing, and Yee Wan Kwan. "Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau." International Journal of Educational Reform 29, no. 2 (November 12, 2019): 191–207. http://dx.doi.org/10.1177/1056787919886579.
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Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.
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Simor, Péter, Zsófia Zavecz, Eszter Csábi, Pálma Benedek, Karolina Janacsek, Ferenc Gombos, and Dezső Németh. "Delta and theta activity during slow-wave sleep are associated with declarative but not with non-declarative learning in children with sleep-disordered breathing." Sleep Spindles & Cortical Up States 1, no. 1 (March 2017): 55–66. http://dx.doi.org/10.1556/2053.01.2017.003.
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