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1
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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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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Davtyan, Sona, and Lilit Avagyan. "Teaching Braille Literacy To Blind Primary Schoolchildren And Those With Residual Vision." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 67–76. http://dx.doi.org/10.24234/se.2020.2.2.235.
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Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition of school curriculum slows down, and in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhographic techniques to help promote literacy through the Braille system.
The study of the above-mentioned and other similar issues will help to fully implement the Braille system thus improving the writing abilities of children with visual impairments.
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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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Thulebona, Shawe, Nhase Zukiswa, and Dube Bekithemba. "“Don’t Delay Learning”: Igniting Promotion of Pedagogical Transformation Strategies in Early Childhood Care Education." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 177–88. http://dx.doi.org/10.26803/ijlter.20.5.10.
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The global pandemic COVID-19 has forced traditional teaching pedagogies to meet the new educational demands such as remote learning. The safety measures and regulations of COVID-19, such as social distancing, have challenged all facets of education to transform their pedagogical strategies to mitigate the spread of the pandemic, but the rate has been slow to catch up the lost learning time in Early Childhood Care Education (ECCE). This study, underpinned in critical emancipatory research, responded to two questions: what are the challenges of ECCE in the context of COVID-19 and how ECCE could adapt ways of promoting transformative pedagogical strategies. This article underpins the notion that ECCE practitioners should be equipped with novel technology methodologies that replace traditional face-to-face teaching and learning. However, it is reasonable to believe that face-to-face teaching and learning will not be totally replaced by any other new methodology or fads; it will remain important for some years to come, especially in the lower level classes. A hybrid approach of using both the in-person and distance learning strategies for flexibility and manageability by both learners and practitioners seems promising at the moment. In short, this paper explores the challenges to explore promotion of pedagogical transformation strategies in ECCE, and offers some correctives because this will be an ongoing issue for years to come. There are no easy solutions to be packaged in fancy terminology. We argue that the early promotion of transformative pedagogical strategies will assist the children and make the practitioners’ work more flexible and understandable.
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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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Wulandari, Adinda Cintya, Sugiatno Sugiatno, and Bistari Bistari. "TANTANGAN BELAJAR MATEMATIKA DALAM MATERI ARITMATIKA SOSIAL PADA PESERTA DIDIK BERKEBUTUHAN KHUSUS." Jurnal AlphaEuclidEdu 1, no. 2 (December 6, 2020): 135. http://dx.doi.org/10.26418/ja.v1i2.42898.
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Advantages in mathematics education require high equality and strong support for all students and students from different backgrounds both social life and those in remote areas need to get equality in mathematics education. Learning challenges are basically caused by the emergence of students' obstacles in learning that students feel in the process of teaching and learning mathematics so that students are slow or unable to achieve their learning goals properly. In order to be able to spur the success of the mathematics learning process for SLB students, therefore we need basic facilities and infrastructure or supporting student success. The research aims to explore the cognitive factors that cause the challenges of learning mathematics in social arithmetic material in students with special needs. Descriptive method is used in this research. in the research subject consisted of 4 students of class VIII Extraordinary Middle School - B Dharma Asih Pontianak. The data obtained include student learning outcomes in social arithmetic material and student interviews. The results showed that 75% have not been able to work on social arithmetic problems so that the cognitive factors that cause the more dominant mathematical learning challenges affecting the four subjects are understanding and application.Keywords: Children with Special Needs, Learning Challenges, Social Arithmetic
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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.
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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research.
Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method
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Naureen, Asma. "A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning." Asia Proceedings of Social Sciences 1, no. 3 (February 18, 2019): 56–60. http://dx.doi.org/10.31580/apss.v1i3.432.
Full textAbstract:
A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning
Asma Naureen
Department of Education, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan
i_kayani@yahoo.com
Research Highlights
This research paper was focused at analyzing the impact of traditional and inclusive teaching strategies on the learning of students of class II, in inclusive setting. In inclusive teaching all the students are included in learning process without any discrimination. (Ainscow et al, 2006) “Inclusive learning and teaching is to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of othersâ€. (Hockings, 2010)
The study was experimental in nature in which traditional and inclusive instructional strategies were compared. The study proposed three hypotheses and the results of the study indicated that the students of experimental group and control group were almost equal before conducting the experiment. The result of post-test shows that the students of experimental group who were taught in inclusive teaching setting had shown comparatively better results than the students placed in control group who were taught in a traditional way. So, achievement level of students of experimental group was better than that of the students of control group which proved that inclusion in teaching was more effective than the traditional teaching setting. Ambrose et al, (2010) also recommended inclusive teaching strategies and said it is important that the pedagogical strategies we employ in the classroom reflect an understanding the psyche and social needs of the students.
Research Objectives
The main objectives of the study were:
To find the impact of inclusion on the learning of students with special needs.
To find the impact of inclusion on the learning of students without special needs.
Significance of the Study
This experimental study is very significant in different ways; on one hand it would give awareness to the people about inclusive education as even many of the teachers do not know about inclusion. On the other hand, it would enable the community members to adopt the positive attitude towards those children who are suffering from some disorders or disabilities or different from other students. This study would provide guidance to the teachers and parents for helping students with and without special needs. It would also help the teachers and administrators to look and analyze their teaching and make necessary changes in their educational strategies. Key principles are valuing diversity, entitlement, dignity, individual needs, planning, collective responsibility, professional development, and equal opportunities.†(Darlington, 2003)
According to UNESCO, 2005 it is the duty of the state as well as of the society to involve all the students in learning process and no one feels excluded. In the National Report on the Development of Education, 2008 the emphasis was given on inclusive education with the objective to support Education For All (EFA), with special emphasis on eradicating the obstacles to all excluded: girls and women, the disabled, ethnic/linguistic minorities, nomads, and many others to participate and learn in regular schools so this study would enhance the efforts of government in creating the positive attitude among the educators in specific and public in general.
Methodology
The study was experimental in nature in which traditional method of imparting instruction was compared with inclusive instructional strategies. The procedure of the study was that two groups of students had been taken and tested before and after teaching. Pre-test, post-test equivalent design was used in this research study. In this design, pre-test was administered before the application of the experimental and control treatments and post-test was administered at the end of the treatment period. Students studying in three sections of class II constitute the population of the study. They are 83 students who are studying in three different sections. Their ages ranged from 7 to 9 years. Sample was taken from the school named F.G. Junior Model School, G-7/3-1, Islamabad. Sample size consists of 56 students, twenty-eight students were placed in experimental group and same number of students was in the control group. Both the groups were representative of inclusion, in which there were students from religious/linguistic minorities, slow learners, having low vision or articulation, hyper-actives, etc. Pre-test was used before the treatment started to equate the groups. Treatment of planned inclusive instructional techniques was given to experimental group while control group was taught by ordinary traditional method. The duration of it was two forty days. When the treatment period over, an instructor made post-test was conducted to measure the achievement of the students in the subject of English. First four lessons were taken from the text book for class II. To determine the impact of inclusive instructional strategies on students’ learning in inclusive setting and traditional teaching in inclusive setting, the significance of difference between the scores of experimental and control groups at 0.05 level was tested by applying t-test and analysis was made. It was shown by analysis of data that both the groups (experimental and control) in the beginning of the experiment were approximately equal.
Results
The results of post-test have shown that inclusive instructional strategies were more effective than that of traditional method of teaching students at primary level as experimental group scored significantly higher than the control group. The result of the study reflected that inclusive instructional strategies were more effective than traditional method of teaching.
Findings
The following findings emerged because of the analysis of data.
It was found that the mean scores of control group was not found to be almost equal on pre-test and post-test.
It was found that there was significant difference between mean scores on pre-test and post-test of experimental group after being treated by inclusive teaching strategies.
It was found that the mean score of experimental group and that of the control group was not statistically significant at 0.05 levels. Hence, both the groups were found to be almost equal on pre-test.
It was found mean score of experimental group was more than that of control group after being treated by inclusive teaching strategies.
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Oosero, Peterson Ondieki. "Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 3 (March 31, 2015): 217–30. http://dx.doi.org/10.31686/ijier.vol3.iss3.341.
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The purpose of the study was to determine the challenges the teachers encounter in implementing inclusive education in Nyamira County, Kenya. The location of the study was Nyamira County in Kenya. The objective of the study was to find out challenges teachers encounter in implementing inclusive education in Nyamira County, Kenya. The study was limited to challenges teachers encounter in inclusive education. Challenges discourage teachers from carrying out teaching tasks as stipulated in the inclusive education programme. The study targeted all teachers 4000 and 5 education officers in Nyamira County. Teachers were targeted because they were implementers of inclusive curriculum and therefore better positioned to share experiences they undergo. Data was analyzed and results presented in tables, graphs and percentages the study found that teachers faced such challenges as: teachers lack of knowledge of the types of learners, indiscipline cases, heavy workload demanding more time, teachers’ negative attitude towards disabled, no facilities for teachers and learners, disabled have low self-esteem among others. The study concluded that the challenges were contributing to the negativity of teachers towards inclusive education and hence hindered the implementation of inclusive education. The recommended that teachers should plan to have more time to remedy the children such as slow learners and they should maintain class control by involving all learners within each learning experience. It also recommended that teachers should be encouraged to develop positive attitude towards the implementation of inclusive education in public primary schools in Nyamira County, Kenya.
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BARI, SAFANI, Nur Aishah Abdullah, Noraini Abdullah, and Mohd Hanafi Mohd Yasin. "EARLY INTERVENTION IMPLEMENTATION PRESCHOOL SPECIAL EDUCATION STUDENTS IN MALAYSIA." International Journal for Innovation Education and Research 4, no. 7 (July 31, 2016): 139–55. http://dx.doi.org/10.31686/ijier.vol4.iss7.569.
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Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.
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Gil, Verónica, Celia Morales, Desiree González, Natalia Suárez, and Juan E. Jiménez. "¿SE ENCUENTRAN LOS ESCOLARES QUE RECIBEN APOYO EDUCATIVO EN SITUACIÓN DE MAYOR RIESGO DE PRESENTAR DIFICULTADES DE APRENDIZAJE EN LA ESCRITURA?" International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 129. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.489.
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Abstract:DOES STUDENTS THAT RECEIVE ADDITIONAL SUPPORT NEEDS WITH HIGHER RISK FOR LEARNING DISABILITIES IN WRITING?Nowadays, writing is considered as a complex cognitive process in which several factors are involved that lead to a right writing use in adult age. This process is set up by different sub-processes, between which we can highlight transcription. The transcription skill takes a relevant place in writing acquisition, being of a special importance in the school beginning. If children are imprecise and slow in the transcription process it can lead to a serious setback in to their composition ability and quality. Transcription has a significant effect into the global writing and the academic efficiency in school age even that is considered as a powerful predictor to identify children that are more likely to show severe deficit in the acquisition of writing skills. A discovery that strengthen the importance of identifying writing difficulties as soon as possible. It should be added that nowadays writing teaching at the beginning is focused almost, solely and exclusively, in the most formal text aspects, just like handwriting or legibility, excluding fluency instruction. The current study analyzes the differences in writing fluency and accuracy between children that receive educational support because of their backwardness in the education program and normally achieving children. For this purpose , we selected a sample of 181 normally achieving children and 181 children receiving educational support, belonging to Primary Education and whose ages are in 6 – 9 years old range. Obtained results show that children that receive educational support present a lack of writing fluency and accuracy, problems that without an appropriate instruction could lead in future writing difficulties.Key-words: fluency, accuracy, writing, educational support, transcription, early identification.Resumen:Actualmente la escritura es considerada como un proceso cognitivo complejo en el que intervienen diversos factores que conducen a un correcto uso de la escritura en la edad adulta. Este proceso está formado por distintos subprocesos. Entre ellos cabe destacar la transcripción. La capacidad de transcripción adquiere un papel importante en la adquisición de la escritura, siendo de especial importancia en el inicio de la escolaridad. Si los niños son lentos e inexactos en el proceso de la transcripción conlleva a que su capacidad y calidad compositiva global en la producción de textos se vea gravemente perjudicada. La transcripción tiene un efecto significativo sobre la escritura global y el rendimiento académico de los niños en edad escolar, tanto es así que es considerada como un potente predictor para identificar a niños en riesgo de desarrollar déficits más graves en la escritura. Un hallazgo que refuerza la importancia de identificar las dificultades de escritura tan pronto como sea posible. A esto, hay que añadir que actualmente la enseñanza de la escritura en los primeros años de escolaridad se centra casi única y exclusivamente en los aspectos más formales del texto como la caligrafía o la legibilidad, excluyendo la instrucción en la fluidez. La presente investigación analiza las diferencias entre niños que reciben apoyo educativo por presentar retraso en la adquisición de las competencias del currículo escolar con niños que no lo reciben, considerando la fluidez y la exactitud en la escritura. Para ello se seleccionó una muestra de 181 alumnos que reciben apoyo educativo y 181 alumnos que no lo reciben, pertenecientes a los tres primeros cursos de Educación Primaria y cuyas edades oscilan entre 6 y 9 años. Los resultados obtenidos muestran que los niños que reciben apoyo educativo, aún recibiendo este apoyo, presentan mayores carencias en la fluidez y exactitud en la escritura, carencias que sin una apropiada instrucción podrían desembocar en futuras dificultades de aprendizaje en escritura.Palabras-clave: fluidez, exactitud, escritura, apoyo educativo, transcripción, identificación temprana.
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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.
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Rosada, Ulfa, and Ulfa Rosada. "DIAGNOSIS OF LEARNING DIFFICULTIES AND GUIDANCE LEARNING SERVICES TO SLOW LEARNER STUDENT." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 1 (July 18, 2016): 61. http://dx.doi.org/10.24127/gdn.v6i1.408.
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The failure to the learning process to reach ketuntasan material may not be returned in one factor , but on several factors involved in the process of teaching and learning. In the process diagnosis a learning disability what is important is finding the difficulty and types of difficulty teaching improvements conducted by effectively. A diagnosis is finding the a learning disability students and determine the possibility of how to overcome by taking into account the factors that affect the success of learning activities.
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Kholil, Achmad. "Teaching children: The weightiness of adopting practical approach to teaching children." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (January 28, 2020): 41. http://dx.doi.org/10.33474/j-reall.v1i1.5614.
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Teaching children still becomes a challenging task today and copying with that is quite necessary. Although the strategies have been implemented to be successful language learning for the children, however, it sometimes still fails due to lack of several practical approaches in the teaching process. This paper is presented to shed light on some practical approaches to teaching English to young learners. It covers intellectual development, attention span, sensory input, affective factors, and authentic meaningful language. These approaches are offered so as to make the goal of learning attainable. The teachers are strongly recommended to apply this in English language teaching to their children.
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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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MacDonald, Jacquelyn, and William H. Ahearn. "Teaching observational learning to children with autism." Journal of Applied Behavior Analysis 48, no. 4 (September 24, 2015): 800–816. http://dx.doi.org/10.1002/jaba.257.
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Leibowitz, Brenda, and Vivienne Bozalek. "Towards a Slow scholarship of teaching and learning in the South." Teaching in Higher Education 23, no. 8 (March 24, 2018): 981–94. http://dx.doi.org/10.1080/13562517.2018.1452730.
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Belle, Wallace. "Book Review: Teaching Mathematics: 7–13 Slow Learning and Able Pupils." Gifted Education International 4, no. 1 (January 1986): 62. http://dx.doi.org/10.1177/026142948600400121.
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Tatontos, Diandra Sutria. "TROUBLESHOOTING STUDENTS' SLOW LEARNING THROUGH CLASSICAL TUTORING SERVICE." Educouns Journal: Jurnal Pendidikan dan Bimbingan Konseling 1, no. 2 (November 30, 2020): 58–64. http://dx.doi.org/10.53682/educouns.v1i2.699.
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Solving the problem of learning difficulties of students who are slow to learn through guidance services is a form of guidance and counseling services that autonomy students in teaching and learning activities. This research was conducted using the action research method where there are two research cycles. The number of respondents was 20 junior high school students at Minahasa District. The research results showed that the learning problems experienced by students could be overcome
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Findlay, Morag, and Tom G. K. Bryce. "From Teaching Physics to Teaching Children: Beginning teachers learning from pupils." International Journal of Science Education 34, no. 17 (November 2012): 2727–50. http://dx.doi.org/10.1080/09500693.2012.728012.
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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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Milton, Marion, and Elaine Lewis. "Teaching gifted children with learning difficulties in writing." Australian Journal of Learning Disabilities 10, no. 2 (July 2005): 79–88. http://dx.doi.org/10.1080/19404150509546792.
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MORINA, Shemsi. "Differentiated Teaching Strategies with Children with Learning Difficulties." PRIZREN SOCIAL SCIENCE JOURNAL 3, no. 3 (December 26, 2019): 32. http://dx.doi.org/10.32936/pssj.v3i3.122.
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Teaching process every day and more is changing with a strong evolution, where the use of methods, forms and multiple techniques are transforming teaching in a complex and difficult process on the other hand the teaching process is faced today with a large number of exception and contradiction as:
Teachers often give students the task of exercises, for solution of which required knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, so in this respect should be paid special attention to all stages through which ensure quality teaching and successful learning.
Teachers should be familiar with: difficulties, styles, interests, needs, trends and psychological abilities of each student in order to ensure their walk confidently ahead.
On the other hand they often have to break and be dedicated to a group of advanced students who have interests much broader than the rest of the class, in this regard have the skills, but the rest of the children have difficulties therefore require constant supervision and help of teachers.
These are some of the reasons that make teaching as a difficult and complex process. The teaching process as the learning had their history of development. Therefore they passed through the different stages being perfectly constantly.
From the very cognitive of these issues, it was concluded that both these processes are correlated with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3). Precisely for these reasons, studies and research on teaching and learning have been and are many today. These studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled with the fact that teaching and learning are continuous processes, such as understanding about them cannot ever finish ( QTKA, 2005: 13 ).
Keywords: Teaching, Learning, Learning difficulties, Multiply intelligences, Different styles of learning, Differentiated teaching, Qualitative learning
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Vartiainen, Henriikka, Matti Tedre, and Teemu Valtonen. "Learning machine learning with very young children: Who is teaching whom?" International Journal of Child-Computer Interaction 25 (September 2020): 100182. http://dx.doi.org/10.1016/j.ijcci.2020.100182.
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Gautam, Ganga Ram. "Teaching English to Young Children." Journal of NELTA Surkhet 4 (July 4, 2015): 26–33. http://dx.doi.org/10.3126/jns.v4i0.12857.
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In the context of Nepal, teachers often prefer to teach at the higher level. In my professional career, I have met very few people who really enjoy teaching at the preprimary or primary level. According to them, teaching young children is very challenging and managing learning at that level is very difficult. My experience is different. I have taught the young children for some time in the past and I enjoyed it very much. Children bring a lot of energy and enthusiasm and if a teacher can make use of that energy in creating learning atmosphere in class, both the children and teacher enjoy being in the pre-primary and primary classes. This article presents some observations and activities to encourage teachers to teach English at the pre/primary level and make English teaching a fun experience. Journal of NELTA Surkhet Vol.4 2014: 26-33
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Albert, Paul. "DIGITAL GAMES - A MAGICAL LEARNING TOOL FOR SLOW LEARNERS." International Journal of Research -GRANTHAALAYAH 6, no. 5 (May 31, 2018): 407–12. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1468.
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The present article mainly focused on how digital or computer games act as a fruitful learning tool for slow learners through game based learning. Also, it describes that among many learning methods, game based learning is a suitable way using digital games for slow learners especially for digital natives. In addition, the present article highlighted the educational benefits and effectiveness of digital games. Further, it explores some digital games that can be used in the educational context. Finally the present article suggested that the digital games can be used as a tool in teaching and learning process for slow learners.
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Gabriel, Norman. "Learning to mock – Challenging the teaching establishment." Research in Comparative and International Education 11, no. 4 (December 2016): 369–79. http://dx.doi.org/10.1177/1745499916679559.
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There have been very few studies that apply the work of Mikhail Bakhtin and Norbert Elias to understand the underlying learning processes of young children. This article will explore the methodological similarities between Bakhtin’s ideas about the carnivalesque and Norbert Elias’s theory of established-outsider relations to explain how young children can undermine the authoritative discourses of teachers in preschool classrooms. It will focus on the playful mockery that young children display within their peer-groups to challenge teaching authority. I will argue that many of the humorous events produced by young children should be viewed as an attempt to violate their teachers’ expectations. Drawing attention to the utility of using humour as a special type of qualitative research tool illuminates the different ways that young children in different cultures can resist adult authority.
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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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Donoahue, Zoe. "Science Teaching and Learning: Teachers and Children Plan Together." Networks: An Online Journal for Teacher Research 6, no. 1 (January 1, 2003): 94. http://dx.doi.org/10.4148/2470-6353.1170.
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Falk-Ross, Francine, Mary Iverson, and Carol Gilbert. "Teaching and Learning Approaches for Children with Asperger's Syndrome." TEACHING Exceptional Children 36, no. 4 (March 2004): 48–55. http://dx.doi.org/10.1177/004005990403600407.
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Schlieper, Anne. "Review of Teaching children with learning and behavior problems." Canadian Psychology/Psychologie canadienne 27, no. 2 (1986): 205–7. http://dx.doi.org/10.1037/h0084475.
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O'Connor, Rollanda E., Joseph R. Jenkins, Norma Leicester, and Timothy A. Slocum. "Teaching Phonological Awareness to Young Children with Learning Disabilities." Exceptional Children 59, no. 6 (May 1993): 532–46. http://dx.doi.org/10.1177/001440299305900606.
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This study examined the feasibility of teaching phonological manipulation skills to preschool children with disabilities. Forty-seven children, 4–6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Results indicated that children were able to make significant progress in each experimental category, but that they demonstrated little or no generalization either within a category (e.g., from one type of blending task to another type of blending task) or between categories (e.g., from blending to segmenting). Although the children's level of cognitive development significantly predicted some learning outcomes, it did not appear to limit the learning of phonological tasks.
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Kim, Sunae, Markus Paulus, Beate Sodian, Shoji Itakura, Mika Ueno, Atsushi Senju, and Joëlle Proust. "Selective learning and teaching among Japanese and German children." Developmental Psychology 54, no. 3 (March 2018): 536–42. http://dx.doi.org/10.1037/dev0000441.
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Ashdown, Robert. "Teaching Receptive Vocabulary to Children With Severe Learning Difficulties." British Journal of Special Education 11, no. 1 (May 31, 2007): 23–26. http://dx.doi.org/10.1111/j.1467-8578.1984.tb00202.x.
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Sugden, David, and Margaret Newall. "Teaching Transfer Strategies to Children with Moderate Learning Difficulties." British Journal of Special Education 14, no. 2 (May 31, 2007): 63–67. http://dx.doi.org/10.1111/j.1467-8578.1987.tb00282.x.
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Grineski, Steven. "Teaching and Learning in Physical Education for Young Children." Journal of Physical Education, Recreation & Dance 59, no. 5 (June 1988): 91–94. http://dx.doi.org/10.1080/07303084.1988.10609769.
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Cotard, Jean-Luc. "Learning movement by awareness." ITF Coaching & Sport Science Review 23, no. 67 (December 31, 2015): 27–29. http://dx.doi.org/10.52383/itfcoaching.v23i67.156.
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This article reviews a special approach to the learning and teaching of technique. For tennis players, movement awareness and understanding implies full body awareness. Improving your body schema is the foundation for efficient technical learning. As part of body and mind training, repeating good and fundamental technical habits, first at a very slow pace with a progressive increase in speed as skills improve, is surely an approach that is worth considering.
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Manikmaya, Pratita, and Rully Charitas Indra Prahmana. "SINGLE SUBJECT RESEARCH: PEMBELAJARAN PERBANDINGAN SENILAI DAN BERBALIK NILAI BERPENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK SISWA SLOW LEARNER." Journal of Honai Math 4, no. 1 (April 30, 2021): 35–48. http://dx.doi.org/10.30862/jhm.v4i1.172.
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Slow Learner students often have difficulty understanding mathematics content, one of which is direct and inverse proportion. This study aims to improve the student's understanding of the direct and inverse proportion material using the Contextual Teaching and Learning (CTL) approach. The research subject in this study was a single subject, namely Slow Learner student who studied in seventh grade in one of the Junior High School in Bantul district, Yogyakarta Special Region. This study used the Single Subject Research method with an A-B design. Researchers collected the data in this study through audio documentation, photos, videos, and written documentation. The data were then analyzed using analysis in conditions and between conditions. The results showed that students had an average score of learning outcomes that was 32 before being given intervention and had an average score of 78 after being given an intervention to implement learning with the CTL approach. This result shows that using the CTL approach can improve the understanding of Slow Learner student in understanding the direct and inverse proportion and minimizing the learning difficulties of Slow Learning student during teaching and learning activities.
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Lo Cicero, Ana Maria, Yolanda De La Cruz, and Karen C. Fuson. "Teaching and Learning Creatively: Using Children's Narratives." Teaching Children Mathematics 5, no. 9 (May 1999): 544–47. http://dx.doi.org/10.5951/tcm.5.9.0544.
Full textAbstract:
The Children's Math Worlds project seeks to integrate students' social, emotional, and cultural experiences into classroom mathematics. For seven years, we have been developing in classrooms a conceptually challenging researchbased mathematics curriculum called Children's Math Worlds (CMW) for kindergarten through grade 3. We build on the individual experiences, interests, and practical mathematics knowledge that diverse children bring to our classrooms. Our collaborative research project has been, and is being, carried out in urban schools of underrepresented minorities, mostly Latino English-speaking and Latino Spanish-speaking children, and in English-speaking upper-middle-class schools to ensure that our work crosses socioeconomic boundaries. The CMW family component was described in De La Cruz (1999). See that article for data concerning the excellent comparative performance of CMW children.
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De Mesquita, Joelma Freire, Suely R. Dos Santos, and Carmen Lucia A. Paiva. "Karyotype Learning Center: A Software For Teaching And Learning Cytogenetics." Revista de Ensino de Bioquímica 2, no. 2 (May 15, 2004): 8. http://dx.doi.org/10.16923/reb.v2i2.140.
Full textAbstract:
The in vitro cultivation of human cells is an essential part of the work of every diagnostic cytoge-netics laboratory. Almost all human cytogenetic studies involve the examination of dividing bloodcell population by blocking cell division at metaphase with subsequent processing and staining bybanding techniques. The chromosome constitution is described as Karyotype that states the totalnumber of chromosomes and the sex chromosome constitution. Karyotypes are prepared by cuttingup a photograph of the spread metaphase chromosomes, matching up homologous chromosomes andsticking them back down on a card or nowadays more often by getting an image analysis computerto do the job. Chromosomes are identied by their size, centromere position and banding pattern.Teaching a student how to detect and interpret even the most common chromosome abnormaliti-es is a major challenge: mainly, in a developing country where the laboratorial facilities are notalways available for a big number of students. Therefore, in this work we present an educationalsoftware for teaching undergraduate students of Medical and Life Sciences Courses how to arrangenormal and abnormal chromosomes in the form of karyotype. The user, using drag-and-drop, is da-red to match up homologous chromosome. For that, we have developed a free full access web site(http://www.biomol.net/cariotipo/) for hosting the software. The latter has proved to be light andfast even under slow dial-up connections. This web site also oers a theoretical introductory sectionwith basic concepts about karyotype. Up to now the software has been successfully applied to un-dergraduate courses at the University of Rio de Janeiro (UNIRIO). The students have approved thesoftware; to them the similarities with the well-known game solitaire turns the exercise more excitingand provides additional stimulus to learn and understand karyotype. Professors have also used thesoftware as complementary material in their regular classes. Based on their testimonies the softwarewas a helpful tool for explaining the karyotype assembly.