scholarly journals Διερεύνηση γεωμετρικών γνώσεων μαθητών με ήπιες εκπαιδευτικές ανάγκες

2021 ◽  
Vol 26 (1) ◽  
pp. 135
Author(s):  
Μαρία Παπαδάμ ◽  
Ιωάννης Αγαλιώτης
Keyword(s):  
Learning Disabilities ◽  
Systematic Investigation ◽  
Intervention Programs ◽  
Mild Disabilities ◽  
Geometric Shapes ◽  
Clinical Interviews ◽  
Geometrical Reasoning ◽  
Geometric Knowledge ◽  
Pictorial Representations ◽  
Solid Bodies

Geometry is a structural component of mathematics, with increased spatial and design requirements that cannot be easily met by students with mild disabilities. Systematic investigation of the difficulties encountered by students with mild disabilities in their effort to learn Geometry is a prerequisite for the implementation of effective intervention programs. However, research on this issue is relatively scarce. The aim of the present study was to assess the geometric knowledge of 54 students with mild disabilities (learning disabilities or ADHD) who attended the two last classes of elementary school. Participants were asked to recognize, describe and categorize geometric shapes and solid bodies that were presented in tactile mode and through pictorial representations. Semi-structured clinical interviews were used for gathering the data in the context of Curriculum Based Assessment and the Van Hiele’s model of geometrical thinking. Participants of both categories of mild disabilities presented difficulties in distinguishing shapes and bodies, properly using the terminology, and formatting inductive geometrical reasoning. Participants with learning disabilities had higher achievement when dealing with haptic relative to pictorial representations of geometric shapes and bodies. Sixth graders performed better than fifth graders. Results are discussed in terms of the differences between the two categories of mild disabilities as well as with regard to the implementation of intervention programs.

Calculating the cooling time of solid bodies of various geometric shapes

1971 ◽  
Vol 20 (4) ◽  
pp. 527-529
Author(s):  
A. G. Fikiin ◽  
I. K. Fikiina
Keyword(s):  
Cooling Time ◽  
Geometric Shapes ◽  
Solid Bodies

scholarly journals Optimistic Approach Towards Life as a Protective Factor for Adolescents with LD and ADHD

2018 ◽  
pp. 377-391
Author(s):  
Dikla Wizman-Man
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Intervention Program ◽  
Protective Factor ◽  
Life Stories ◽  
High School Graduates ◽  
Intervention Programs ◽  
Post Intervention ◽  
General Index ◽  
Narrative Intervention

The objective of this study is to examine the influenceof life-stories narrative intervention programs on the optimistic approach towards life of adolescents with learning disabilities (LD) and attention deficitdisorders (ADHD). Changes in the optimistic approach towards life of adolescents with LD and ADHD who took part in an intervention program were compared pre-and post-program and to ordinary high school graduates who did not participate in the program. The findingsindicate a significantimprovement in the level of optimism pre- and post- intervention program. In addition, higher levels of optimistic approach towards life in the general index and relating to graduates’ level of optimism in situations of uncertainties were reported among graduates with LD and ADHD, compared with regular high school graduates. No differences were found in other aspects of the questionnaires. Results call for further research on additional protective variables, and on the effectiveness of the intervention program in both special education and regular high schools.

scholarly journals High school students interpretations and use of diagrams in geometry proofs

2017 ◽  
Author(s):  
◽  
Ruveyda Karaman
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Clinical Interviews ◽  
High School Geometry ◽  
Geometrical Reasoning ◽  
School Geometry ◽  
Study Participants ◽  
Reasoning Study

In high school geometry, proving theorems and applying them to geometry problems is an expectation from high school students (CCSSI, 2010). Diagrams are considered as an essential part of the geometry proofs because diagrams are included in a typical geometric statement such as a claim or problem (Manders, 2008; Shin et al., 2001). This interview-based study investigated how high school students interpret and use diagrams during the process of proving geometric claims. Particular attention is given to the semiotic resources such as symbols, visuals, and gestures that students draw from the diagrams to develop their proving activities. Hence, the goal of the current study is to contribute to the mathematics education field by providing insights into the details of semiotic aspects of diagrammatic reasoning. Study participants were grade 10-12 high school students and data was collected through one-on-one task- based clinical interviews. In general, students focused on the figural properties of the diagrams more frequently than the conceptual properties of the diagrams in their proofs even when they produced a new diagram or multiple diagrams. Regarding the semiotic structure of students' proving process, gesture resources were prominent in the semiotic structure of students' proving process in diagram-given tasks. The findings also suggested that, in general, some visual resources such as drawing a new figure or multiple figures occurred regularly in particular tasks such as diagram-free tasks with non- diagrammatic register or truth-unknown features. Overall, the frameworks used in this study showed how important it is to consider the mathematics as multi semiotic, understanding the role of gestures in students' geometrical reasoning.

Time Estimation and Planning Abilities: Students with and without Mild Disabilities

1995 ◽  
Vol 20 (3) ◽  
pp. 197-203 ◽  
Author(s):  
Janice A. Grskovic ◽  
Sydney S. Zentall ◽  
Melissa Stormont-Spurgin
Keyword(s):  
Learning Disabilities ◽  
Elementary Students ◽  
Time Estimation ◽  
The Self ◽  
Group Differences ◽  
Mild Disabilities ◽  
Attentional Disorders ◽  
Emotional Handicaps ◽  
The Relationship

In this study we sought to examine differences among groups of elementary students with and without disabilities on a measure of time estimation. We assessed the time estimation recall of 51 students with and without emotional handicaps, learning disabilities, and attentional disorders and examined the relationship between time estimation and the self-regulatory skills of planning and organization. Group differences in time estimation recall were documented, but these differences were no longer significant after controlling for IQ. In planning and organization, students who scored higher on time estimation were less likely to use notes and lists for organization. Our findings call into question prior research that has not controlled for group differences in IQ and support the need for a curriculum in which time-estimation skills are taught directly and in a functional manner.

Home-Computing Model and Children with Learning Disabilities: A Systemic Approach

1995 ◽  
Vol 18 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Malka Margalit ◽  
Yehudit Rochberg ◽  
Michal Al-Yagon
Keyword(s):  
Learning Disabilities ◽  
Home Environment ◽  
Intervention Programs ◽  
Enabling Technology ◽  
Social Emotional ◽  
Computing Model ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
The Social ◽  
Home Computing

The search for intervention programs aimed at empowering both children and their parents has included a focus on the introduction of computers to the home environment and on parental determination to extend the advantages and benefits of technology to promote their children's academic performance and emotional growth. Using a dynamic and individualistic approach based on observations and research, a home-computing model considers parents' often controversial tendencies related to their child's education. On one hand, parents would like to be more involved in their children's education, but, on the other hand, they have difficulty staying involved as a result of stress related to their child with disabilities, lowered sense of coherence and overload of caring duties. Two suggested strategies are viewed as representing a continuum of parent-child interactions: Creating a supportive climate for home computing and parental tutoring. The social-emotional perspective of children with learning disabilities is discussed as it relates to empowering both parents and children and to promoting their coping strategies by providing opportunities for enabling technology-related experiences.

General Educators' Mainstreaming Preferences that Facilitate Acceptance of Students with Behavioral Disorders and Learning Disabilities

1992 ◽  
Vol 17 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Brenda Smith Myles ◽  
Richard L. Simpson
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Behavioral Disorders ◽  
General Educators ◽  
Willingness To Accept ◽  
Students With Learning Disabilities ◽  
Mild Disabilities ◽  
Suburban School District ◽  
Analogue Method ◽  
System Data

Using an analogue method, a survey of general educators in a midwestern suburban school district revealed a general willingness to accept in regular settings students with learning disabilities and behavioral disorders, contingent on appropriate mainstreaming modifications. General educators' participation in mainstreaming decision making was an important factor in accepting students with mild disabilities. Respondents also placed more emphasis on decision-making participation than having mandatory mainstreaming modifications in place in the school system. Data are discussed in relation to current issues in the field of education.

scholarly journals Child Psychiatry and Early Intervention: III. The Developmental Disorders*

1992 ◽  
Vol 37 (4) ◽  
pp. 240-244 ◽  
Author(s):  
J.H. Beitchman ◽  
Alison Inglis ◽  
Debbie Schachter
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Early Intervention ◽  
Child Psychiatry ◽  
Developmental Disorders ◽  
Intervention Programs ◽  
Community Resources ◽  
The Third ◽  
Effective Interventions ◽  
Aggregate Burden

This paper is the third in a series of four using the concepts introduced in the paper Child Psychiatry and Early Intervention: I. The Aggregate Burden of Suffering. This paper reviews the developmental disorders of childhood to set priorities for early intervention programs. This review discusses the prevalence, course, risk, early indicators, associated impairments, and responses to intervention. The specific developmental disorders, especially learning disabilities, have a significant impact on community resources. Since the developmental disorders are easily recognized among preschool children, early intervention is feasible. However, successful interventions have yet to be demonstrated. Priority should be given to the development of effective interventions. There is a great need for research studies on the effects and effectiveness of early intervention with these individuals.

scholarly journals The Effects of the Better Emotional and Social Times Program on Emotional and Social Skills Associated With Children With Learning Disabilities

2020 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Jake Maiuri
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Education Policy ◽  
Emotional Regulation ◽  
Positive Impact ◽  
Self Esteem ◽  
Intervention Programs ◽  
Social Deficits ◽  
Self Advocacy ◽  
Skill Sets

Children with learning disabilities are not only falling behind academically, they are also falling behind emotionally and socially, which is extremely important. This places a strong emphasis on a need for early intervention programs for children with learning disabilities to address these emotional and social deficits. The purpose of this study was to assess the effectiveness of the Better Emotional and Social Times (B.E.S.T.) program offered by the Learning Disabilities association of Niagara Region (LDANR), which targeted areas of self-advocacy, self-esteem, self-understanding (mindfulness), emotional regulation and social skills. Seven children between the ages of 6 and 11 enrolled in the program were closely observed for eight weeks and pre- and post- child interviews and observational checklists were completed throughout the duration of the program by the facilitators as well as the parent/caregivers. Results indicated that all of the children had improved and gained new skill sets in all of these areas. Overall, these results have positive implications, as this type of intervention can be implemented within education policy to ensure children with learning disabilities are receiving the proper aid in regards to these emotional and social deficits, which will also have a positive impact on their literacy deficits as well.

scholarly journals Advancing from a Diary Cartoon Novel to Young Adult Fiction: Exploring Issues of Gender and Power with Girls with Reading Difficulties

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Vera Woloshyn ◽  
Nancy Taber ◽  
Laura Lane
Keyword(s):  
Learning Disabilities ◽  
Young Adult ◽  
Book Club ◽  
Reading Difficulties ◽  
Intervention Programs ◽  
Hunger Games ◽  
Question Prompts ◽  
Societal Issues ◽  
Young Adult Novel ◽  
The Hunger Games

Learning disabilities are often referred to as invisible exceptionalities, with reading difficulties representing the most common form of learning disability. Girls with reading difficulties are often overshadowed by their male counterparts and as such overlooked for intervention programs. In this article, we detail our research conducting a book club intended to assist four preadolescent girls who struggle with reading to engage and critique text in context of societal issues related to gender and self-empowerment. We outline how we used recursive, higher-level question prompts and corresponding discussion-based activities to advance from reading a diary cartoon novel (Dork Diaries) to a more difficult young adult novel (The Hunger Games). Our findings present the girls’ responses to the texts and highlight the importance of holding ongoing structured conversations and engaging youth in a societal gendered critique. Learning disabilities are often referred to as invisible exceptionalities, with reading difficulties representing the most common form of learning disability. Girls with reading difficulties are often overshadowed by their male counterparts and as such overlooked for intervention programs. In this article, we detail our research conducting a book club intended to assist four preadolescent girls who struggle with reading to engage and critique text in context of societal issues related to gender and self-empowerment. We outline how we used recursive, higher-level question prompts and corresponding discussion-based activities to advance from reading a diary cartoon novel (Dork Diaries) to a more difficult young adult novel (The Hunger Games). Our findings present the girls’ responses to the texts and highlight the importance of holding ongoing structured conversations and engaging youth in a societal gendered critique.

The Broad Applications of the Scanning Electron Microscope

1969 ◽  
Vol 27 ◽  
pp. 20-21
Author(s):  
C. T. Nightingale ◽  
S. E. Summers ◽  
T. P. Turnbull
Keyword(s):  
Electron Microscope ◽  
Scanning Electron Microscope ◽  
Light Microscopy ◽  
Surface Topography ◽  
Great Depth ◽  
Resolving Power ◽  
Depth Of Field ◽  
Pictorial Representations ◽  
Scanning Electron

The ease of operation of the scanning electron microscope has insured its wide application in medicine and industry. The micrographs are pictorial representations of surface topography obtained directly from the specimen. The need to replicate is eliminated. The great depth of field and the high resolving power provide far more information than light microscopy.

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