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Littérature scientifique sur le sujet « Learning disabled children Learning disabled children Learning disabled children Inclusive education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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Dukhanina, Lyubov’ N. « Children with disabilities : learning problems and conditions for quality education ». Vestnik of Kostroma State University. Series : Pedagogy. Psychology. Sociokinetics 26, n^o 3 (30 novembre 2020) : 154–63. http://dx.doi.org/10.34216/2073-1426-2020-26-3-154-163.

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Based on the results of a theoretical review, the article identifies conditions that hinder the success of the integration of disabled children into society and significantly complicate adaptation to the implementation of inclusive education, in which Russian researchers include: lack of pedagogic knowledge and skills in parents whose children are disabled, accentuated personality traits of modern pedagogue (including pessimism, social introversion, tendency to reject innovation, rigidity). Based on the results of the all-Russia study in 2017, the results obtained regarding the conditions for obtaining a quality education by modern children with disabilities were analysed. These include the lack of available correctional institutions, special nutrition, the lack of appropriate specialists, and the lack of adapted educational programmes. Among the most in-demand opportunities in the education system, respondents named permanent tutors and children's inclusive camps.

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Özkara, Abdullah Bora. « Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity ». Comparative Professional Pedagogy 8, n^o 4 (1 décembre 2018) : 31–38. http://dx.doi.org/10.2478/rpp-2018-0051.

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Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.

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Nazli, Samina. « Madhumita Puri and George Abraham (eds.). Handbook of Inclusive Education for Educators, Administrators, and Planners : Within Walls, Without Boundaries. New Delhi : Sage Publications, 2004. 309 pages. Paperback. Indian Rs 450.00. » Pakistan Development Review 42, n^o 3 (1 septembre 2003) : 280–81. http://dx.doi.org/10.30541/v42i3pp.280-281.

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The book is a manual aimed at educators, administrators, and planners involved in dealing with disabled children. Although education is considered to be a basic human right, yet according to UNICEF some 113 million children have no access to education. For disabled children, “only 1 in every 50 children with disability has access to education” (p. 18). The manual has been organised in three parts. Part I is basically a bird’s eye view of Inclusive Education. The term is defined on page 25 of the book in the following words: “Inclusive education is concerned with removing all barriers to learning, and with the participation of all learners vulnerable to exclusion and marginalisation. It is a strategic approach designed to facilitate learning success for all children. It addresses the common goals of decreasing and overcoming all exclusion from the human right to education, at least at the elementary level, and enhancing access, participation, and learning success in quality basic education for all”.1

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Hamid, Mohamed, et Nagwa Ibrahim A. Mohamed. « Empirical investigation into teachers’ attitudes towards inclusive education : A study of future faculty of Qatari schools ». Cypriot Journal of Educational Sciences 16, n^o 2 (30 avril 2021) : 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.

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Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities. Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude

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Nurfitriani, Rahmah, et Muhammad Almi Hidayat. « Strategi Pengelolaan Siswa ABK Jenis Tunagrahita di Kelas Inklusi ». At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 4, n^o 2 (30 septembre 2020) : 78. http://dx.doi.org/10.30736/atl.v4i2.193.

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The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.

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Setyarini, Lilis, et Kasiatin Widianto. « The Effect Of Christian Religious Education (PAK) On Special Needs (ABK) In The Inclusive School Of Sukolilo Areas In Understanding The Word Of God ». Journal Kerugma 1, n^o 1 (21 novembre 2018) : 26–33. http://dx.doi.org/10.33856/kerugma.v1i1.58.

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Christian education is important in the family and school environment. There is no exception for schools that accept students / students with special needs. However, it should be noted that the teaching and learning process of Christian education often has problems, especially in public schools. Problems that arise are mainly caused by unpleasant learning conditions, which are caused by not having a permanent learning place. Always moving around, and the place is sometimes not suitable for students to study, such as in a warehouse, in rooms that have never been used, near bathrooms that are not insulated, in the teacher's room, in the library, etc. thus experiencing obstacles in the teaching and learning process. This of course does not meet the maximum yield target. There are also internal barriers, namely from the students themselves. one of them is disabled children, both physically and mentally. The learning process of disabled children cannot run smoothly due to their disability. Based on the hypothesis test there is a relationship and influence of "Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God." From thetable ANOVA, it was concluded that there was a significant effect of Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God.

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Zamin, N., N. I. Arshad, N. Rafiey et A. S. Hashim. « Robotic Teaching Aid for Disabled Children : A Sustainable Solution for Industrial Revolution 4.0 ». International Journal of Engineering & ; Technology 7, n^o 2.28 (16 mai 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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Belyaeva, Ekaterina, Oxana Kartashova, Nadezhda Sokolaeva, Zoya Snezhko et Valentina Spichak. « Effects of visual impairment on sensory integration and new opportunitiesfor inclusive education ». Bangladesh Journal of Medical Science 20, n^o 4 (18 juin 2021) : 801–8. http://dx.doi.org/10.3329/bjms.v20i4.54138.

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Objective: Inclusive education aims to offer comprehensive collaborative education to healthy and disabled children. The purpose of the study is to perform a comparative analysis of the learning results in healthy and disabled children from different groups with those who study remotely, and a similar analysis between students of higher education institutions. Methods: The study was conducted in 2018–19 in Moscow, Russia, involving 150 students with disabilities and 397 healthy students. Consideration was given to academic performance, psychophysical development and speech development. Results and Discussion: Among students with healthcare nosologies, students with vision impairments are considered the most promising. The number of underachievers is 4.9 times lower than their peers (p 0.001).The greatest success in e-learning was among students with health nosologies relative to a similar group of children. Conclusions: The number of outstanding students in the group with visual impairments exceeds those in the control group by 1.5 times (p≤0.05). Of the students with health nosologies, the most promising group is visually impaired students. High academic performance of students with visual impairments and disordered motor activity provides them with the opportunity to practice comprehensive education at universities, including inclusive education, which corresponds to current worldwide trends. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.801-808

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Kanari, Charikleia, et Anastasia Zoi Souliotou. « The Role of Museum Education in Raising Undergraduate Pre-service Teachers’ Disability Awareness : the Case of an Exhibition by Disabled Artists in Greece ». Higher Education Studies 11, n^o 2 (21 mars 2021) : 99. http://dx.doi.org/10.5539/hes.v11n2p99.

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In the frame of the worldwide policies towards inclusion there is a need of changes, systematic strategies and actions at different levels and settings of the society including education and cultural organizations. Museums, culture and arts have a constantly increasing role towards a more cohesive and inclusive society in terms of educational, social and cultural impact and for diverse social groups that face various barriers in their full participation in social life. Furthermore, museums as nonformal learning environments and art activities can complement different levels of formal education and courses towards a better understanding of diversity. The aforementioned are of particular importance for disabled people as well as for teachers who work with disabled children and for the enrichment of student teachers’ training in issues of disability. The aim of the present study was to investigate issues of cultural representations and the reflections of undergraduate Primary Education teachers regarding disabled artists, arts, museum and education after a visit in a temporary art exhibition of disabled artists. The participants were 33 student teachers of a University Department in Greece who attended a Museum Education course and the data were obtained via questionnaires. The results revealed the value and the need for further learning opportunities in museums and other cultural environments as well as their potential contribution in combating stereotypes, enriching and broadening undergraduate Primary Education teachers’ perceptions regarding disability with implications in the fields of Museum Studies and Museum Education, Arts, Higher Education, Special and Inclusive Education.

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Ahmed Elhassan, Hamid Hassan, EldoodYousifEldood Ahmed et Abdul-alaziz Alasmari. « THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS ». International Journal of Research -GRANTHAALAYAH 3, n^o 10 (31 octobre 2015) : 30–37. http://dx.doi.org/10.29121/granthaalayah.v3.i10.2015.2929.

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All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.

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Thèses sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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Wieman, Carol J. « The effects of inclusionary programs on the self-concept of learning disabled students ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001wiemanc.pdf.

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LeLou-Matte, Dawn. « Inclusion of moderate/severe cognitively disabled students in family and consumer education ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lelou-matted.pdf.

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Crowe, David Alan Darch Craig B. « Reading comprehension instruction in the middle grades for students with learning and behavior problems ». Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.

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Anderson, Michelle A. « The effects of video-based self-recording of on-task behavior on the on-task behavior and academic productivity by elementary students with special needs in inclusive classrooms ». Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124295346.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 158 p.; also includes graphics (some col.). Includes bibliographical references (p. 115-118). Available online via OhioLINK's ETD Center

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Kock, David Padavil George. « Teacher assistance teams a case study of best practices at the elementary school level / ». Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804933.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 12, 2006. Dissertation Committee: George Padavil (chair), Paul Baker, James Palmer, Mark Swerdlik. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

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De, Swardt Junita. « Leisure functioning of learners with learning and physical disabilities a case study at an ELSEN school in the Tshwane area / ». Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08202008-155351.

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Giordanella, Kathleen B. « Self-concept in individuals with learning disabilities : influence of educational placement / ». Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).

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Burke, Sharon L. « Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting / ». [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.

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Ramirez, Roxanna C. Beckner Weldon. « Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting ». Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4849.

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Unger, Mary Ann. « Traversing the tracks : students with learning disabilities speak up / ». Thesis, Connect to this title online ; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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Livres sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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Pamela, Deponio, dir. Identifying and supporting children with specific learning difficulties : A holistic approach. London : RoutledgeFalmer, 2003.

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Garnett, Katherine. Thinking about inclusion and learning disabilities : A teacher's guide. Reston, VA : Council for Exceptional Children, 1996.

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R, Bartel Nettie, dir. Teaching students with learning and behavior problems : Managing mild-to-moderate difficulties in resource and inclusive settings. 6^e éd. Austin, Tex : Pro-Ed, 1995.

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1954-, Kelly Narcie, dir. Moderate learning difficulties and the future of inclusion. New York, NY : RoutledgeFalmer, 2004.

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Macintyre, Christine. Identifying and supporting children with specific learning difficulties : Looking beyond the label to assess the whole child. London : RoutledgeFalmer, 2003.

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Paula, Crowley E., dir. Students with disabilities & general education : A desktop reference for school personnel (revised). Horsham, PA : LRP Publications, 2005.

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Johns, Beverley H. Students with disabilities and general education : A desktop reference for school personnel. Horsham, PA : LRP Publications, 2003.

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Maisonneuve, Fatma Bouvet de la. Enfants et parents en souffrance : Dyslexie, anxiété scolaire, maladies somatiques... Paris : Odile Jacob, 2014.

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Rose, Richard. Count me in ! : Ideas for actively engaging students in the inclusive classroom. London : Jessica Kingsley Publishers, 2010.

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Mittler, Peter J. Working towards inclusive education : Social contexts. London : D. Fulton Publishers, 2000.

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Chapitres de livres sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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Kneedler, Rebecca Dailey, et Ruth Lyn Meese. « Learning-Disabled Children ». Dans Handbook of Behavior Therapy in Education, 601–29. Boston, MA : Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_23.

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Johnson, Doris J. « Issues in the Educational Programming for Learning Disabled Children ». Dans Understanding Learning Disabilities, 111–26. Boston, MA : Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_9.

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Telzrow, Cathy F. « The “So What?” Question : Intervention with Learning Disabled Children ». Dans The Rehabilitation of Cognitive Disabilities, 191–205. Boston, MA : Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1899-6_12.

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Hughes, Jackie, et Bronwyn Roberts. « Observation with Disabled Children and Adults with Learning Disabilities ». Dans Effective Observation in Social Work Practice, 41–55. 1 Oliver's Yard, 55 City Road London EC1Y 1SP : SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473909625.n4.

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Vauras, Marja, Erno Lehtinen, Riitta Kinnunen et Pekka Salonen. « Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children ». Dans Contemporary Intervention Research in Learning Disabilities, 163–89. New York, NY : Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2786-1_10.

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von Benzon, Nadia. « “Vulnerable” Children in “Dangerous” Places : Learning Disabled Children in Outdoor Green Space ». Dans Risk, Protection, Provision and Policy, 179–98. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-035-3_20.

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von Benzon, Nadia. « “Vulnerable” Children in “Dangerous” Places : Learning Disabled Children in Outdoor Green Space ». Dans Risk, Protection, Provision and Policy, 1–21. Singapore : Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-99-6_20-1.

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Fuertes, José L., Ángel L. González, Gonzalo Mariscal et Carlos Ruiz. « A Framework to Support Development of Learning Applications for Disabled Children ». Dans Lecture Notes in Computer Science, 503–10. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14097-6_81.

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Bryan, Tanis, et John Lee. « Social Skills Training with Learning Disabled Children and Adolescents : The State of the Art ». Dans Intervention Research in Learning Disabilities, 263–78. New York, NY : Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_11.

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Coles, Barbara. « Personalisation Policy and Parents : The Formalisation of Family Care for Adult Children with Learning Disabilities in England ». Dans The Palgrave Handbook of Disabled Children’s Childhood Studies, 281–96. London : Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54446-9_19.

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Actes de conférences sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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Neumoeva-Kolchedantseva, Elena, Sergey Bykov et Lyudmila Volosnikova. « INCLUSION ILLUSION : TEACHERS' ATTITUDES TOWARDS INCLUSION OF DISABLED CHILDREN IN WESTERN SIBERIAN SCHOOLS ». Dans 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1484.

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Kulesza, Ewa Maria, Alicja Zarin et Svetlana Yurevna Ilina. « OPINION ON INCLUSIVE EDUCATION OF TEACHERS AND PARENTS OF NON-DISABLED CHILDREN IN RUSSIA – PILOT STUDY ». Dans 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1768.

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa et Pule Phindane. « ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

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Putri, Ni Luh. « Makeup Learning Model for Mentally Disabled Children ». Dans Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

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Vanjari, Nisha, Prathana Patil et Suruchi Sharma. « Interactive Web Based Design for Learning Disabled Children ». Dans 2019 IEEE 5th International Conference for Convergence in Technology (I2CT). IEEE, 2019. http://dx.doi.org/10.1109/i2ct45611.2019.9033620.

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Valadao, Carlos, Teodiano Freire Bastos, Magdo Bortole, Victor Perim, Daniel Celino, Fauzi Rodor, Agda Goncalves et Humberto Ferasoli. « Educational robotics as a learning aid for disabled children ». Dans 2011 ISSNIP Biosignals and Biorobotics Conference : Biosignals and Robotics for Better and Safer Living (BRC). IEEE, 2011. http://dx.doi.org/10.1109/brc.2011.5740667.

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

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Maknun, Johar, Mokhamad Syaom Barliana et Diah Cahyani. « Vocational Skills Learning to Build Independencies of with Physically Disabled Children ». Dans Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.119.

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Garzotto, Franca, et Manuel Bordogna. « Paper-based multimedia interaction as learning tool for disabled children ». Dans the 9th International Conference. New York, New York, USA : ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810553.

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« NEED OF EDUCATIONAL TECHNOLOGY TOOLS FOR COGNITIVE DEVELOPMENT IN INTELLECTUALLY DISABLED CHILDREN ». Dans 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l026.

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Rapports d'organisations sur le sujet "Learning disabled children Learning disabled children Learning disabled children Inclusive education"

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2849.

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