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Dissertations / Theses on the topic 'Specific learning disability'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Lybarger, Pamela. "An Analysis of Specific Learning Disability Exclusionary Clause." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22667.

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The purpose of Individuals with Disabilities Education Improvement Act (IDEIA) is to protect the rights of students with disabilities and to assure that all students receive equitable access to a free and appropriate public education; yet there are explicit exclusions written in the law for students who may have experienced environmental, cultural, and economic disadvantages. An explanatory sequential mixed methods design was used to study Section Four of the exclusionary clause of Specific Learning Disability (SLD) that states students must be excluded from identification if their learning di

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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.

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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of rela

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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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4

Reeder, Sean. "Response to Intervention and Specific Learning Disability Identification Practices in Kentucky." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1365.

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Specific Learning Disabilities (SLD) have historically been difficult to define and measure which has led to uncertainty and controversy. The current study explored the practices of identifying specific learning disabilities in Kentucky by surveying school psychologist practitioners in the state. Information was obtained about current practices with regard to RTI implementation and methods and data used for SLD identification as well as the roles that school psychologists take in the response to intervention (RTI) process. The sample consisted of 97 current or recently (within the past year) p

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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the lo

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this

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7

Seals, Linda J. "The experiences of parents with adolescents identified as having a specific learning disability." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/809.

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Of the 6.6 million children in the United States who were deemed in 2008 to have a disability that required special instruction, over 39% were classified as specific learning disabled (SLD). This figure translates into a high number of people who are parenting a child identified as having a SLD. Bronfenbrenner's theory of the ecology of human development indicated the importance of interconnections between school, home, and community settings. Collaboration between teachers and families may be strengthened by utilizing knowledge gained from parents' lived experiences of parenting an adolescent

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Anjorin, Idayatou. "HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967913321&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Educational Psychology and Special Education." Includes bibliographical references (p. 110-126). Also available online.

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9

Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies o

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10

Hamsher, Sarah. "Reading Assessment of Students with Specific Learning Disability: A Comparison of Traditional and Naturally Occurring Texts." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1319133364.

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11

Welling, Harriet Faith. "Cultural Models of Latino Immigrant Parent Knowledge of Their Children's Specific Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6085.

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The author investigated shared cultural models among nine Latino immigrant parents of children with specific learning disabilities aged 6-12 years old. Interview questions addressed what participants thought it meant to be educated, their descriptions of specific learning disabilities, and their reports of effective teaching methods for their children. Although many varying themes emerged from the interview data, three distinct cultural models surfaced from the data on education and disability. Implications include cultural beliefs informing IEP content, knowledge of cultural models enabling i

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Ollar, Chelsea Nicole. "Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7342.

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Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects of a video self-modeling intervention (VSM) on reading fluency skills. The VSM intervention<'>s effects on self-efficacy were also measured. Four male middle school students with SLD watched a pre-recorded video of themselves reading a passage fluently and were then asked to read another passage. Words correct per minute (WCPM) and accuracy data were taken. Results showed that students read significantly mo

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Tony, Mary Pushpy. "The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this stu

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Forbush, Jesika Lee. "Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6643.

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The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for Education Statistics, 2017). Methods of special education evaluation in schools are also changing to meet the needs of a dynamic population. Best practices for specific learning disability (SLD) identification recommend the use of effective evaluation methods that inform educational decisions. Many models of SLD identification have been proposed throughout the history of SLD classification. Though many school psychologists have relied on the

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Ferlis, Emily. "ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2666.

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This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (19

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Santella, Steen Sheila. "The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254442.

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<p> Television has been perceived as a possible instructional tool. Research, however, has been unable to determine the television industry’s ability to meet children’s needs despite federal government’s efforts to regulate programming through policy.</p><p> Television’s ability to impact learning needs closer examination especially considering that younger audiences are becoming increasingly diverse. The National Center for Education Statistics (NCES) found that the percentage of students with disabilities was approximately 13% by the 2008-09 school year with stude

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Inoue, Allison. "Educational psychology and dyslexia : an investigation into current thinking and practice." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html.

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Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between litera

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Saaiman, Louise. "An exploration of the Sandtray Play Approach for narrative skills development in first language Afrikaans-speaking Grade 3 learners with specific learning disability." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96025.

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Thesis (MA)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Children with specific learning disability (SLD) struggle with reading, spelling and/or writing, and tend to have poor narrative skills (Fey, Catts, Proctor-Williams, Tomblin & Zhang, 2004; Scanlon, 2013). Although learners with SLD mostly use grammatical sentences after discharge from conventional speech-language therapy, they often still struggle with creating narratives and find comprehension tasks challenging. For this study, I chose an action research design (McNiff & Whitehead, 2013). I used a lesser known therapy approach

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Hudson, Diana Joy. "Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1271.

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This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the Unnamed County Schools were interviewed to examine their perceptions of postsecondary transition services to students with specific learning disabilities. Categories that involved school counselor's perceptions of the provision of postsecondary transition services for students with learning disabilities emerged from the data. These themes were as follows: 1) plan of study for postsecondary goals based on vo

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Alm, Jan. "Dyslexia : relevance of concepts, validity of measurements, and cognitive functions /." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4123.

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Geer, Meghan Lynn. "RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217691358.

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Shotola, Karalee. "The Portrayal of Dyslexia and Children in Children’s Picture Books." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.

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Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it

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Ngai, Irene. "Developmental Trends in Social Cognition for Children with and without Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.

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Hoffman, Teresa. "The Student Experience of Psychoeducational Assessment: A Phenomenological Study." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629334058213182.

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Wilson, Corrie L. "Working Memory Difficulties and Eligibility for K-12 Special Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4190.

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Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for sp

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Fredriksen, Ebba. "”Dyslexia Becomes a Disability When Learning Differences are Overlooked” : A Case Study of English Language Teaching and Dyslexia Provisions in a Swedish Upper Secondary School." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67726.

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Reading and writing difficulties and dyslexia affect how a student performs at school and, thus, their future lives (Borodkin & Faust 2014). This has been known and researched for the past decades (Fletcher 2009). Considerable studies have been carried out regarding dyslexia and first language acquisition, though dyslexia in second language is comparatively underrepresented. This underrepresentation, in turn, means that dyslexia and second language is less researched, and consequently, less known. This is problematic as there is then less knowledge on how to help students with dyslexia in

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Hudson, Tina M., and Robert G. McKenzie. "Evaluating the Use of RTI to Identify SLD: A Survey of State Policy, Procedures, Data Collection, and Administrator Perceptions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3994.

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As it has become a prominent feature in the identification of students with specific learning disabilities (SLD), response to intervention (RTI) has generated significant interest and, in some respects, controversy regarding assessment and attendant procedures. In the present study, the authors surveyed state directors of special education (n = 31) to examine (a) the degree to which RTI policies and recommended practices are transmitted between state and local agencies, including those related to referrals of low achieving (i.e., “non-responsive”) students for a comprehensive evaluation; (b) c

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Baptiste, Belinda. "Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3258.

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Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula. Although some students with SLD perform as well in mathematics as students without disabilities, most perform below state standards despite being provided instructional and testing accommodations. Policy makers have envisioned the implementation of instructional accommodations as a primary means of ensuring an appropriate education (Mcleskey, Hoppey, Williamson & Rentz, 2004; Scalon & Baker, 2012) for students with

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Ahlmark, Jenny. "Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning." Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55061.

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Syftet med denna studie är att få kunskap om hur elever med läs- och skrivsvårigheter/dyslexi upplever skolans stöd i läsning och skrivning. Sex ungdomar mellan 12 och 20 år har intervjuats. Utsagorna har analyserats tematiskt med en fenomenologisk ansats. Resultatet visar att eleverna vill att lärarna ska lyssna och beakta deras åsikter gällande vilket stöd som de behöver, samt var, hur och när detta ska ges. Eleverna upplever skilda svårigheter i läsning och skrivning, vilket även kan resultera i problem gällande de teoretiska ämnena. Praktiska ämnen beskrivs däremot vara lätta och roliga. A

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Saul, Philippa J. "The occurrence and presentation of anorexia nervosa, bulimia nervosa and eating disorder not otherwise specified amongst people with learning disabilites." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400038.

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Monem, Ruba. "The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1904.

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Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effe

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MATĚJKOVÁ, Daniela. "Práce s dyskalkulikem." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-50227.

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Thesis: "Remedial approaches to students with discalculia" defines the term of specific learning disability, individual specific learning disabilities with an emphasis on discalculia (mathematics disorder). It gives a brief overview of the methods, forms, aids (tools), individual re-education practices and affects the possibilities to integrate these students into current elementary school. The practical part deals with the integration of dyscalculia students into the teaching process and to identify forms, methods and aids (tools) that are provided by the teacher. It consists of three casuist

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PILEČKOVÁ, Irena. "Dítě se specifickou poruchou učení na 1.stupni ZŠ. Úkoly učitele při komplexním řešení problémů SPU." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-118140.

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This thesis deals with specific learning disorders (SPU). It declares basic terms and definitions connected to this field. The aim is to learn what children with SPU have to go through and what methods we select during the care of them to help them to join standard life at an early age. Parental and institutional help together with the help of teachers are parts of this thesis as well. In a questionnaire survey is traced the fact whether both teachers at elementary schools and parents are sufficiently informed about SPU and whether they are able to identify pupils with SPU and with help of var

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LACINOVÁ, Lenka. "Sluchová učebnice španělštiny pro děti postižené specifickou poruchou učení - dyslexií." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-50153.

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This work dedicates to education of foreign languages of children afflicted with specific learning disability, with dyslexia. Theoretic part is occupied by specific learning disability, above all by its reasons, tokens, diagnostic and reeducation. The second part can be used as a help in education of Spanish of children afflicted with specific learning disability, with dyslexia. It is audio textbook of Spanish which contains also CD that serves as a audio help for reading texts and for learning and explaining of new grammar.

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Teitelbaum, Gerta Tova. "Multi-sensory teaching techniques in foreign language acquisition for students with specific learning disabilities and dyslexia." Thesis, 1997. https://vuir.vu.edu.au/17938/.

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This study shows how multisensory techniques, which have been used in other learning situations, have been used successfully in teaching English as a foreign language. This thesis discusses the problems faced by pupils with learning disabilities (L.D.) and why their difficulty in learning English as a foreign language is such a barrier to their progress in a world where English has become the global language. It also discusses the various methods used to teach a foreign language. A detailed description of the multisensory learning technique is given and its application to language acqu

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VOLDÁNOVÁ, Veronika. "Výuka cizích jazyků u žáků se specifickými poruchami učení." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-180863.

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This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching foreign languages to pupils with specific learning disability. The practical part is based on a questionnair

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PÁTKOVÁ, Hana. "Integrace žáků se speciálními vzdělávacími potřebami v alternativních školách." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-180854.

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This thesis is focused on the integration of pupils with special educational needs into alternative schools, points out the pros and cons for their education. In the theoretical part are explained in more detail the concepts related to specific learning disorder ADHD and mental retardation. There is characterized by the integration and inclusion of children with this disability and their cooperation with educational assistant. In the end of the given principles of the Waldorf, here is a comprehensive overview of the philosophy, education of pupils at the Waldorf schools. The practical part foc

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Du, Toit Lorraine Doreen. "Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans)." Thesis, 2006. http://hdl.handle.net/2263/29349.

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Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and writing), without enough emphasis on the cognitive manifestations that could contribute to barriers to learning, if not addressed appropriately from within the school system. In this study the organisation skills of learners with learning disabilities were studied to determine their true nature. The research was undertaken with Grade 8 and 9 pupils in a private school for learners with learning disabilities. The research was conducte

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Pauková, Barbora. "Sebepojetí žáků se specifickou poruchou učení ve skupinové a individuální integraci." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335089.

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TITLE: "Self-concept of pupils with specific learning disability in group and individual integration" AUTHOR: Bc. Barbora Paukova DEPARTMENT: Special education department THESIS SUPERVISOR: Mgr. Lenka Felcmanova ABSTRACT: The major topic of the diploma thesis named "Self-concept of pupils with specific learning disability in group and individual integration" is the different self-concept of success rate of older school age pupils with specific learning disability who are educated in a form of individual integration and in a form of group integration. The theoretical foundation of the thesis de

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"Integration of Traditional Assessment and Response to Intervention in Psychoeducational Evaluations of Culturally and Linguistically Diverse Students." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.26829.

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abstract: The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD

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Ondřejková, Žaneta. "Test Rey-Osterriethovy komplexní figury u desetiletých dětí." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-334724.

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The thesis discusses the psychological test called Rey-Osterrieth complex figure (ROCF) and focuses on the possibilities of its use in ten-year-old children. The objective of this study was to describe how ten-year-old children process TKF in all its parts (copy, recall, delayed recall) in quantitative and qualitative terms. The thesis is divided into a theoretical part and an empirical part. Theoretical part consists of the psychological characteristics of the developmental period of ten-year-old child giving emphasis to cognitive development, then the test TKF and its utilization in children

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KOŠNAROVÁ, Jana. "Problematika dětí s ADHD a SPU a její řešení formou svépomocných skupin." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49615.

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Hyperactivity and attention deficit disorder belong to very complicated disorders which should be considered in a global view. At present no general or miracle medicine can be used. However, specific learning disabilities and ADHD are focused on very intensively at basic schools in the Czech Republic. Children´s aggressiveness, hyperactivity and difficulties in raising are discussed very often. No programme or method can substitute a nice family life, loving parental care and good relations in the family. However, many cases of destroying a contended family life caused by child´s disorders or

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Týmalová, Eva. "Prevence specifických poruch učení u dětí v předškolním věku v návaznosti na začátek školní docházky." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446471.

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This thesis concerns with the prevention of specific learning disabillities of children during their start of schooling, using the predictive test battery. The paper's goal is to focus on prediction signals of specific learning disorders and their timely prevention. Conclusion of our thesis is an up-to-date knowledge about preschool phase, school maturity and preparedness of children, knowledge about sub-function deficits, specific learning disabillities, its manifestation and posibilities of timely prevention. Research part's focus point is practical testing and evaluation of sub-functions wi

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ŠVAMBERKOVÁ, Lenka. "Postavení integrovaného žáka s lehkým postižením v žákovské skupině." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53822.

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The purpose of this Graduation Theses is to ascertain the status of a slightly handicapped child in a primary school class collective. It concerns namely children with a diagnosis of slight cerebral dysfunction or specific learning disability. The theoretic part deals with the nature of a primary school class, particularly from a developmental and sociological point of view. Further, it considers the problems of learning disability and behaviour disorder, which applies for the pupils I have been concerned with in my Graduation Theses, and also the questions of school integration. The practical

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Alves, Francisco José Pires. "Transição da escola para a vida adulta: experiências de aprendizagem integrada." Doctoral thesis, 2013. http://hdl.handle.net/11328/615.

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SABOLOVÁ, Andrea. "Perspektivy ve vzdělávání žáků s handicapem." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173131.

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The thesis is focused on mapping the current conditions of schools in the education of pupils with specific learning needs with regard to the conditions set by the state of this type of education. The work is divided into two parts-the theoretical and practical. The theoretical part provides an overview of the status of a student with special needs in school. Specifically, concepts such as diagnostics, re-education and problems in school these pupils. A substantial part of the work also discusses the possibilities of integrating these students into mainstream schools and the related demands an

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Žaloudková, Jitka. "Výuka čtení u žáků s vývojovými poruchami učení na málotřídní škole." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307903.

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This master thesis deals with the questions of teaching the small school children to read. Particularly, there is paid attention to teaching children with reading disorders. The theoretical part of the thesis specifies the reading disorders and the methods of work which lead to the succesful training of the reading abilities. The practical part of the thesis subsumes working with children of the small school "ZŠ Josefa Suka" and the kindergarten "MŠ Křečovice,preparing materials for teaching reading to either children without any learning disabilites or those with disabilites and verifying the

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Castro, Mariana Corceiro de Sousa e. "Relatório de estágio : Centro de Apoio ao Desenvolvimento Infantil, CADIn." Master's thesis, 2016. http://hdl.handle.net/10400.5/11938.

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O presente relatório descreve a prática profissional desenvolvida no Centro de Apoio ao Desenvolvimento Infantil (CADIn), no âmbito do Ramo de Aprofundamento de Competências Profissionais (RACP), enquadrado no 2º Ano do 2º Ciclo de Reabilitação Psicomotora, correspondente ao ano letivo 2014/2015. O trabalho desenvolvido no CADIn foi realizado, principalmente, junto de crianças e jovens com Dificuldades de Aprendizagem Específicas (DAE). As DAE, de origem neurobiológica e intrínsecas ao indivíduo, caracterizam-se por um conjunto de traços heterogéneos que se manifestam na aquisição e uso das c

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