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Relevant bibliographies by topics / Slow learning children. Teaching

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Academic literature on the topic 'Slow learning children. Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Slow learning children. Teaching"

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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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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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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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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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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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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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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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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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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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Dissertations / Theses on the topic "Slow learning children. Teaching"

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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.

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Desiano, Thomas Anthony, Douglas Ellis Dill, and Matthew John Raith. "Identifying and motivating at-risk students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1562.

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It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.

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Bock, Daniel Edward. "A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54494.

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Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation. An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions. The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs.
Ed. D.

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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.

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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.

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Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.

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Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.

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Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.

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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.

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Leung, Chi-hung. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1368663X.

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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.

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Chang, Lan-Wan. "Teaching thinking to children in Taiwan." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265561.

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Books on the topic "Slow learning children. Teaching"

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Branwhite, Tony. Designing special programmes: A handbook for teachers of children with learning difficulties. London: Methuen, 1986.

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Banas, Norma. Prescriptive teaching from the DTLA-2. Novato, Calif: Academic Therapy Publications, 1989.

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Ford, Bill. Making integration work: A framework for communication. London: NARE, 1989.

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Gordon, Vanessa. Your primary school: Your policy for special educational needs. Stafford: NARE, 1989.

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Myths and misconceptions about teaching: What really happens in the classroom. Lanham, Md: Rowman & Littlefield Education, 2006.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin Press, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin, 2010.

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W, Steege Mark, ed. Response to intervention: Principles and strategies for effective practice. 2nd ed. New York: Guilford Press, 2010.

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Brown-Chidsey, Rachel. Response to intervention: Principles and strategies for effective practice. 2nd ed. New York: Guilford Press, 2010.

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Book chapters on the topic "Slow learning children. Teaching"

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Fredricks, Jennifer A., Kate E. Flanagan, and Corinne J. Alfeld. "Getting Excited About Learning." In Teaching Gifted Children, 409–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-82.

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Joshee, Reva, and Simone Shirvell. "Slow Peace and Citizenship." In Teaching and Learning for Comprehensive Citizenship, 46–57. New York, NY : Routledge, 2021. | Series: Routledge research in international comparative education: Routledge, 2020. http://dx.doi.org/10.4324/9781003090663-3.

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

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Wilson, Ruth. "Integrated teaching and learning." In Nature and Young Children, 72–83. Third edition. | New York : Routledge, 2018. | "First edition published by Routledge 2007"—T.p. verso. | "Second edition published by Routledge 2012" T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315148533-7.

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Jurasaite-O’Keefe, Elena. "Teaching Children versus Teaching Curriculum." In Individual, School, and National Factors Impacting Teachers' Workplace Learning, 208–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367816605-22.

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Klein, Jeanne. "Learning Theatre from Children." In New Directions in Teaching Theatre Arts, 209–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_13.

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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Slow Learner Children Profiling for Designing Personalized eBook." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 302–11. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_29.

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Smith, Richard. "Taking Our Time: Slow Learning, Cautious Teaching." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_408-1.

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Smith, Richard. "Taking Our Time: Slow Learning, Cautious Teaching." In Encyclopedia of Educational Philosophy and Theory, 2211–15. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_408.

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Lintner, Timothy, and Arlene Puryear. "Inquiry-Based Learning for Gifted Students in the Social Studies Classroom." In Teaching Gifted Children, 247–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-50.

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Conference papers on the topic "Slow learning children. Teaching"

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Rosmin, Norzanah, Fauziahnah Rosmin, and Aede Hatib Musta'amal. "Do “slow learners, pre-school children” learn number more effectively with SOBATAKA?" In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654488.

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Chakraborty, Debashis, Ranganath Bannerjee, Shouvik Das, and Abhijit Das. "Teaching aid software — Training autistic children through computers." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074998.

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Tuna, Ayse. "ASSISTIVE TECHNOLOGY TOOLS FOR CHILDREN WITH LEARNING DISABILITIES." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.007.

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Zhu, Kening, and Man Ho John Heun. "Teaching and Learning of Chinese History in Minecraft." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3084301.

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Dwivedi, Utkarsh. "Introducing Children to Machine Learning Through Machine Teaching." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3463394.

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

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Makharoblidze, Tamar. "Technologies of Teaching Spoken Georgian to Deaf Children." In 2016 Global Conference on Teaching and Learning with Technology (CTLT 2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148826_0022.

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Tanaka, Fumihide, and Shizuko Matsuzoe. "Learning verbs by teaching a care-receiving robot by children." In the seventh annual ACM/IEEE international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157689.2157781.

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Husain, Balqis, and Saifudin S. Adam. "Implementation of Doodling Technique in Teaching Writing to the Slow Learners." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.165.

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Bielova, O. B. "Features of speech readiness for school learning preschool children with visual impairments." In PEDAGOGY, PSYCHOLOGY AND TEACHING METHODS: INTERNATIONAL EXPERIENCE. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-114-5-73.

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Reports on the topic "Slow learning children. Teaching"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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