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Artykuły w czasopismach na temat „Division for Children with Learning Disabilities”

Autor: Grafiati

Data publikacji: 27 lipca 2024

Data aktualizacji: 31 lipca 2025

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1

Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communicatio

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Macagno, Alessia, Beatrice Ragaglia, Anne Henning, and Daniela Bulgarelli. "Inclusive Approaches in Italian Early Childhood Education and Care: The View of Practitioners." Education Sciences 14, no. 4 (2024): 385. http://dx.doi.org/10.3390/educsci14040385.

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This study presents the Italian practitioners’ perspective on the inclusion of children with disabilities in ECEC. Historically, Italy had a split system (0–3 and 3–6 divisions); only recently was the ZeroSix Integrated System established. Seven 0–3-division educators and seven 3–6-division teachers were interviewed. Their responses were analysed through a deductive content analysis, based on the eight dimensions of inclusion proposed by the European Agency for Special Needs and Inclusive Education (2017). The themes which were mainly mentioned as crucial for promoting inclusion were a child-c

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SULIO, MIKE, and MATRONILLO MARTIN. "PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS." Quantum Journal of Social Sciences and Humanities 3, no. 2 (2022): 74–92. http://dx.doi.org/10.55197/qjssh.v3i2.124.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching

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D. Sulio, Mike, and Matronillo Del Mundo Martin. "Proficiency and Approaches in Teaching Children with Learning Disabilities among Filipino Teachers." EDUCATUM Journal of Social Sciences 8, no. 1 (2022): 114–25. http://dx.doi.org/10.37134/ejoss.vol8.1.11.2022.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers were served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teac

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Allam, Fely C., and Matronillo M. Martin. "Issues and challenges in special education: A qualitative analysis from teacher’s perspective." Southeast Asia Early Childhood Journal 10, no. 1 (2021): 37–49. http://dx.doi.org/10.37134/saecj.vol10.1.4.2021.

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The general purpose of this study is to determine the issues and challenges of special education (SPED) teachers in teaching children with learning disabilities in the City Division of Ilagan Isabela, Philippines. The 15 SPED teachers were served as the respondents of this study using purposive sampling technique. Qualitative Research Method (QRM) was utilized to determine the issues and challenges of the teachers. Thematic analysis was employed to interpret the data. The analyses on the sharing of the key informants regarding their collective description of their challenges as SPED teacher le

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Subbey, Michael, Nurudeen Muhammed, and Mark Gyapong. "CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS." African Journal of Education and Practice 8, no. 1 (2022): 56–75. http://dx.doi.org/10.47604/ajep.1496.

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Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the re

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Vaughn, Sharon, Rebecca Zumeta, Jeanne Wanzek, Bryan Cook, and Janette K. Klingner. "Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (2014): 90–92. http://dx.doi.org/10.1111/ldrp.12039.

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Maich, Kimberly, Christina Belcher, Tayebeh Sohrabi, et al. "A Ghanaian Approach to Disability Literature in Picture Books." Exceptionality Education International 34, no. 1 (2024): 152–65. http://dx.doi.org/10.5206/eei.v34i1.16938.

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In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issu

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9

Ashkenazi, Sarit, and Sonia Hassoun. "Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel." Education Sciences 14, no. 9 (2024): 995. http://dx.doi.org/10.3390/educsci14090995.

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Background: Over the last three years, many studies have explored the effect of pandemic closures on learning. However, in Israel, the perspectives of parents on the short- and long-term effects of the lockdowns on students with mathematical learning disabilities (MD), have rarely been examined. Method: To fill this gap, MD (n = 33) or typically developing (n = 50) children were selected. They were in the 1st and 2nd grades during the closures, and we tested them and their surroundings, two years later. Results and Conclusions: First, according to the parent’s survey, children with MD had phys

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E. Ecoben, Michael. "Attitudes of Special Education Teachers to Teaching in the Division of Cagayan De Oro during the COVID – 19 Pandemic." International Multidisciplinary Research Journal 3, no. 3 (2021): 1–8. http://dx.doi.org/10.54476/iimrj229.

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As a result of COVID-19's massive disruption to the face-to-face educational settings, special education teachers face various challenges. They experienced difficulty adapting and responding to the academic learning needs of their learners. This article discusses the difficulties, strategies, and prospects for inclusive education faced by SPED teachers during the pandemic. Specifically, this study intended to determine the attitudes of the public special education teachers in the division of Cagayan de Oro in teaching their learners during the COVID-19 pandemic. It sought to ascertain the demo

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11

Newcomer, Phyllis L. "Competencies for Professionals in Learning Disabilities." Learning Disability Quarterly 11, no. 3 (1988): 167–75. http://dx.doi.org/10.2307/1510761.

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A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newco

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12

Klingner, Janette K., Amy Boelé, Sylvia Linan-Thompson, and Diane Rodriguez. "Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (2014): 93–96. http://dx.doi.org/10.1111/ldrp.12040.

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Algahtani, Faris. "The Effectiveness of Computer-Based Learning in Developing Academic Skills for Children with Intellectual Disabilities." International Journal of Childhood, Counselling and Special Education 1, no. 1 (2020): 79–99. http://dx.doi.org/10.31559/ccse2020.1.1.5.

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Aim: The study aimed to investigate the effect of using a computer-based program in developing academic skills (reading, writing and arithmetic) for children with mild intellectual disabilities as compared to the conventional teaching instructions. Methods: The study was conducted in intellectual institutions in Jeddah, Saudi Arabia. A randomized controlled trial design was adopted in the study to determine the impact of the intervention. The study sample was composed of boys (n = 19) and girls (n = 21) aged 6 – 10 years who were selected purposively, and randomly assigned to the experimental

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Singh, Dr Jagjeet. "ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A QUALITATIVE ANALYSIS FROM TEACHER’S PERSPECTIVE." Global International Research Thoughts 11, no. 1 (2023): 6–10. http://dx.doi.org/10.36676/girt.2023-v11i1-02.

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The primary goal of this study is to better understand the challenges that special education (SPED) teachers in the City Division of Ilagan Isabela, Philippines experience when trying to help students who have difficulty learning new content. Purposive sampling was used to identify the 15 special education teachers who agreed to take part in the study as respondents. Educator challenges were identified by use of the Qualitative Research Method (QRM). The data was analysed using a thematic approach. Five distinct themes emerged from the analyses of the key informants' collective descriptions of

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15

Laser, Andrea, Serra Acar, Karen H. Brown, et al. "Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs." Journal of Special Education Preparation 4, no. 1 (2024): 68–84. http://dx.doi.org/10.33043/7959d86z.

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The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center

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DEMUS, Ya. "INCLUSIVE ORIENTATION OF THE EDUCATION SYSTEM IN UKRAINE." Pedagogical Sciences, no. 78 (December 29, 2021): 91–96. http://dx.doi.org/10.33989/2524-2474.2021.78.249832.

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Under the influence of global processes of humanization, modern Ukrainian society is changing its attitude towards people with disabilities. These changes can be seen as overcoming social and educational barriers.One of these barriers is the traditional division of education into general secondary and special (correctional), which are represented by segregation institutions. But the modern approach to the development of education breaks down this barrier.Integration processes into the European community determine the urgency of the problem of inclusive education. It is primarily due to the fac

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P.R., Renjith, and Jeeva Jose. "Empowering Children with Special Needs (CwSN) in Computer Science: An Interactive Hand Gestures Approach to Number Conversion Teaching." Journal of Educational Technology Development and Exchange 17, no. 2 (2024): 254–74. https://doi.org/10.18785/jetde.1702.12.

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It is essential for teachers to effectively address the diverse needs of students within the classroom environment, encompassing variations in IQ, communication skills, problem-solving abilities, and mathematical proficiency. Ensuring the inclusion of CwSN (Children with Special Needs) is imperative to prevent social division in the classroom. While the department offers accommodations such as scribes, interpreters, or extra time for examinations, these measures may not fully address the specific needs of CwSN. This study explores the efficacy of employing hand gestures as a teaching tool for

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Havrilov, Oleksiy, Nathaliy Havrilova, and Viktor Hladush. "Methods of organizing the study of tabular multiplication by pupils with unexpressed problems of intellectual development." Actual problems of the correctional education (pedagogical sciences). 24 (December 30, 2024): 34–57. https://doi.org/10.32626/2413-2578.2024-24.34-57.

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The article highlights a special methodology for the formation of knowledge and skills of tabular multiplication in students with unexpressed intellectual development problems. The authors support the position that the key to effective learning of mathematics by pupils with unexpressed intellectual development problems of primary (mild intellectual disabilities) and secondary (due to severe speech disorders) genesis, who have difficulties in mastering this educational material, is correctly selected special methods of forming this knowledge and skills. The methodology proposes to change the se

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Wiliyanto, Nanda Rizki. "Manajemen Pendidikan Inklusi di SMAN 1 Padangan." Mudir : Jurnal Manajemen Pendidikan 4, no. 1 (2022): 10–18. http://dx.doi.org/10.55352/mudir.v4i1.490.

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Inclusive Education Management, In inclusive education institutions aim to provide opportunities for children with disabilities or special needs to be able to participate in learning like other normal children. Inclusive education management is an activity, planning, implementing, and supervising all activities (programs), in order to provide education for all students, including students with special needs in order to achieve goals. This type of research includes qualitative research and uses descriptive analysis techniques, in order to find out the problem and get accurate data, the research

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Keenan, Paul. "Learning Disabilities in Children." Learning Disability Practice 3, no. 4 (2000): 31. http://dx.doi.org/10.7748/ldp.3.4.31.s14.

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COURTMAN, SIMON P., and D. MUMBY. "Children with learning disabilities." Pediatric Anesthesia 18, no. 3 (2008): 198–207. http://dx.doi.org/10.1111/j.1460-9592.2007.02323.x.

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Pritchard, Duncan. "Learning Disabilities in Children." British Journal of Learning Disabilities 30, no. 2 (2002): 89. http://dx.doi.org/10.1046/j.1468-3156.2002.00171.x.

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Oliva, Audrey Hill, and Annette M. La Greca. "Children With Learning Disabilities." Journal of Learning Disabilities 21, no. 5 (1988): 301–6. http://dx.doi.org/10.1177/002221948802100513.

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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set

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KERSNER, MYRA, and JANNET A. WRIGHT. "Children with severe learning disabilities." International Journal of Language & Communication Disorders 30, S1 (1995): 315–20. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01695.x.

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Karlina, D. A., C. Sunaengsih, A. A. Syahid, R. Irawati, and D. Nugraha. "Science learning for children with learning disabilities." Journal of Physics: Conference Series 1318 (October 2019): 012132. http://dx.doi.org/10.1088/1742-6596/1318/1/012132.

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Agathi Stahopoulou and Kyriaki Siskou. "Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies." GSC Advanced Research and Reviews 16, no. 1 (2023): 116–28. http://dx.doi.org/10.30574/gscarr.2023.16.1.0307.

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The present thesis is a literature review, whose aim is to examine the role of motivation both in children with learning disabilities and children without learning disabilities and establish whether motivation differs between children with and those without disabilities. The proposed questions concern the importance of motivation in children with and without learning disabilities, whether these children are able, through motivation, to improve their academic level, the possible differences in self-regulation and self-efficacy among students with and without learning disabilities and the value

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Tūbele, Sarmīte. "Correlations between Reading Disabilities and Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 200. http://dx.doi.org/10.17770/sie2012vol2.134.

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The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas

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Semrud-Clikeman, Margaret, and Kimberly Glass. "Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities." Annals of Dyslexia 58, no. 2 (2008): 163–80. http://dx.doi.org/10.1007/s11881-008-0016-3.

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Meister, Eduardo Kaehler, Isac Bruck, Sérgio Antônio Antoniuk, et al. "Learning disabilities: analysis of 69 children." Arquivos de Neuro-Psiquiatria 59, no. 2B (2001): 338–41. http://dx.doi.org/10.1590/s0004-282x2001000300005.

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With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disa

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Hong, Chia Swee. "Positioning for children with learning disabilities." British Journal of Therapy and Rehabilitation 9, no. 11 (2002): 443–46. http://dx.doi.org/10.12968/bjtr.2002.9.11.13685.

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Wright, Barry, Chris Williams, and Greg Richardson. "Services for children with learning disabilities." Psychiatric Bulletin 32, no. 3 (2008): 81–84. http://dx.doi.org/10.1192/pb.bp.106.013656.

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Dowds, Barbara Noel, Deborah Hess, and Paula Nickels. "Families of Children with Learning Disabilities." Intervention in School and Clinic 32, no. 1 (1996): 17–20. http://dx.doi.org/10.1177/105345129603200104.

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Chaix, Y. "Learning disabilities in children with epilepsy." Annals of Physical and Rehabilitation Medicine 55 (October 2012): e233. http://dx.doi.org/10.1016/j.rehab.2012.07.589.

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Mokros, Hartmut B., Elva O. Poznanski, and William A. Merrick. "Depression and Learning Disabilities in Children." Journal of Learning Disabilities 22, no. 4 (1989): 230–33. http://dx.doi.org/10.1177/002221948902200406.

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Fristad, Mary A., Shani Topolosky, Elizabeth B. Weller, and Ronald A. Weller. "Depression and learning disabilities in children." Journal of Affective Disorders 26, no. 1 (1992): 53–58. http://dx.doi.org/10.1016/0165-0327(92)90034-4.

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Beckman, Pat, and Carol Weller. "Active, Independent Learning for Children with Learning Disabilities." TEACHING Exceptional Children 22, no. 2 (1990): 26–29. http://dx.doi.org/10.1177/004005999002200208.

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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 (2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Desoete, Annemie, and Herbert Roeyers. "Off-Line Metacognition — A Domain-Specific Retardation in Young Children with Learning Disabilities?" Learning Disability Quarterly 25, no. 2 (2002): 123–39. http://dx.doi.org/10.2307/1511279.

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Off-line metacognition (prediction and evaluation) was assessed in 437 normally intelligent children with or without learning disabilities in grades 2 and 3. Children with specific mathematics learning disabilities were compared with peers with specific reading disabilities, children with combined learning disabilities, age-matched peers and younger children matched at mathematical problem-solving level. Our results indicate that offline metacognition cannot be reduced to a demonstration of intelligence. Moreover, the off-line metacognitive scores of children with reading disabilities were com

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Al-Ahmad, Suleiman, Ali Alawammreh, Abdallah Mishael Obeidat, and Farid Mohammad Qawasmeh. "A web-based learning acceptance model for children with learning disabilities." International Journal of Special Education and Information Technologies 10, no. 1 (2024): 86–100. https://doi.org/10.18844/jeset.v10i1.9673.

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Web-based learning, defined as the purposeful use of internet technology to impart knowledge, has gained attention as an educational tool in developing countries. However, limited evidence exists on how children with learning disabilities in impoverished regions adopt such methods. This study aims to identify the variables influencing the adoption of web-based learning among children with learning disabilities, focusing on performance expectancy, effort expectancy, social influence, and training. The research utilized survey questionnaires to assess these factors among 196 children with learni

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Husadani, Rizki, Nunuk Suryani, and Munawir Yusuf. "Needs Analysis: Social Skills-Based Learning Model For Children With Learning Disabilities at an Inclusive School." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (2021): 90. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.28845.

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This study aims to explore the needs of social skills-based learning models for inclusive schools for children with learning disabilities. The research method used was a quantitative descriptive approach. The research subjects were teachers who teach children with learning disabilities in eight inclusive elementary schools in Surakarta. The technique to get the data collection used was a structured questionnaire with Likert scale. Then, it was analyzed using descriptive statistical analysis techniques by categorizing i.e. The analysis results showed that the level of needs of a social skills-b

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Ron-Shapira, Hila, and Tomás Izquierdo-Rus. "El impacto de los problemas de aprendizaje en la autoimagen de los niños de educación primaria." International Journal of New Education, no. 11 (July 31, 2023): 27–39. http://dx.doi.org/10.24310/ijne.11.2023.16622.

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Children with learning disabilities face academic challenges, and their difficulty to learn can be accompanied by rejection from their peers, and social isolation. Learning disabilities in children are a group of disorders, affecting the learning abilities of the children to acquire some or all of the capabilities needed for reading, writing, speaking, listening, reasoning or mathematics. Limited research has been conducted about the impact of learning disability on the self-image of children as they struggle to learn. Self-image is a subjective perception of oneself. This personal view consis

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Riley, Richard W. "Improving the Reading and Writing Skills of America's Students." Learning Disability Quarterly 19, no. 2 (1996): 67–69. http://dx.doi.org/10.2307/1511248.

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We have learned a great deal about the academic challenges that children with learning disabilities face in school. The National Longitudinal Transition Study (Valdes, Williamson, & Wagner, 1990) data show, for example, that grade point averages of children with learning disabilities are lower than those of other students, that children with learning disabilities frequently receive failing grades, and that they are more likely to drop out of school entirely. Only 61% of out-of-school youth with learning disabilities graduated from high school compared to 76% for the general population of y

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Garnett, Katherine. "Developing Fluency with Basic Number Facts: Intervention for Students with Learning Disabilities." Learning Disabilities Research & Practice 7, no. 4 (1992): 210–16. https://doi.org/10.1177/093889829200700406.

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The effects of math learning disabilities are widespread and often seriously problematic. Common among the diverse manifestations of math learning disabilities is lack of fluency with the basic number facts of addition, subtraction, multiplication, and division. Insights from both cognitive psychology and LD intervention research are gathered here to shape teachers' understanding of the processes by which number fact fluency develops. For many students with learning disabilities, current methods of seatwork drill are wholly inadequate and possibly even counterproductive. Discussion includes as

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Aghaziarati, Ali. "Brain Imaging Studies in Children with Learning Disabilities." Psychological Research in Individuals with Exceptional Needs 2, no. 2 (2024): 1–3. https://doi.org/10.61838/kman.prien.2.2.1.

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The exploration of brain imaging in children with learning disabilities has significantly advanced our understanding of the neural underpinnings of these conditions. Through the application of various neuroimaging techniques, researchers have been able to identify structural and functional abnormalities in the brains of children with learning disabilities, providing insights that have important implications for diagnosis, intervention, and educational strategies. This letter aims to highlight key findings from recent studies on brain imaging in children with learning disabilities and discuss t

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Tiengsomboon, Uraiwan, and Varisara Luvira. "Family support for children with learning disabilities to attain good academic performance: A qualitative study." Malaysian Family Physician 19 (April 24, 2024): 25. http://dx.doi.org/10.51866/oa.529.

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Introduction: Learning disabilities can cause poor academic performance in children, which may impact their futures. This study aimed to investigate how primary caregivers care for school-aged children with learning disabilities but with good academic achievement. Methods: In this qualitative study, in-depth interviews were conducted among primary caregivers of school-aged children with learning disabilities who were attending schools in Sisaket Province, were aged 6–12 years and achieved good academic performance. Twenty-one caregivers were interviewed regarding the care of their children. Th

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Agathi, Stahopoulou, and Siskou Kyriaki. "Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies." GSC Advanced Research and Reviews 16, no. 1 (2023): 116–28. https://doi.org/10.5281/zenodo.8272030.

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The present study established that motivation is one of the most important factors that encourage children to learn. Children without learning disabilities, seem to be more motivated than children with learning disabilities. Children with learning disabilities, due to more limited skills, have to face a great number of failed academic performances, a fact which discourages them from continuing their effort to achieve success. A targeted intervention to enhance motivation in children with learning disabilities, is therefore necessary for their academic development.

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Vasilieva, Tatiana V., and Gordei V. Vasilev. "EFFECTIVE APPLICATION OF MACHINE LEARNING ALGORITHMS FOR THE EARLY DIAGNOSIS OF LEARNING DISABILITIES IN PRESCHOOL CHILDREN." Russian Journal of Education and Psychology 14, no. 3 (2023): 30–44. http://dx.doi.org/10.12731/2658-4034-2023-14-3-30-44.

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Introduction. Learning disabilities are a common developmental disorder that affects a significant number of preschool children. Early diagnosis and intervention are critical to improving the academic performance and quality of life of children with learning disabilities. However, modern diagnostic methods can be subjective, time-consuming, and costly. Machine learning algorithms can remove these limitations and provide a more accurate and efficient method for early diagnosis of learning disabilities in preschool children. Method and methodology of the work. The research is based on meth

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Juhanaini, J., Lulu Fikriyah Sholihat, Rina Maryanti, Rika Aprillia Budiman, and Fandu Fanovanugraha Armindony. "Media Learning Patch Board in Science Learning Energy Change Materials for Children with Intellectual Disabilities." Indonesian Journal of Teaching in Science 2, no. 2 (2022): 139–46. http://dx.doi.org/10.17509/ijotis.v2i2.47995.

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The purpose of this study was to determine the use of patch board learning media in science learning about energy changes for children with intellectual disabilities. The method used in this research is one group pretest-posttest. The subjects in this study were children with intellectual disabilities who attended a special school in Indonesia. Children with intellectual disabilities are students at the senior high school level. After learning to use the patch board media, the test results increased. The average initial score obtained through the initial test was 3.75 and then increased to an

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Maral, Priyaranjan, Anjana Prusty, and Usha Kiran Subba. "VIRTUAL WORLD TECHNOLOGIES IN MANAGING CHILDREN WITH LEARNING DISABILITY." Child in a Digital World 1, no. 1 (2023): 35. http://dx.doi.org/10.61365//forum.2023.020.

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In technological era, virtual reality or augmented reality still remains less popular within the fi eld of learning disabilities. Research shows that children with learning disabilities face various challenges in their dayto- day lives dealing with these disorders, demanding massive solutions. This paper addresses the pros and cons of virtual reality in learning disabilities across different age groups by combining theories of virtual worlds and learning disorders. Exciting research in virtual reality focuses on fi nding out how psychotherapies have benefi ts in learning and education. Upon re

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