Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities

2019 ◽  
Vol 46 (3) ◽  
pp. 361-378
Author(s):  
Jiwon Hwang ◽  
Paul J. Riccomini
Keyword(s):  
Learning Disabilities ◽  
Students With Learning Disabilities ◽  
The Relationship

scholarly journals The Role of Mental Health of Mothers of Children With Learning Disabilities in the Relationship Between Parental Stress, Mother-child Interaction, and Children’s Behavioral Disorders

2021 ◽  
Vol 7 (2) ◽  
pp. 149-158
Author(s):  
Setareh Mohammadipour ◽  
◽  
Zahra Dasht Bozorgi ◽  
Farzaneh Hooman ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Parental Stress ◽  
Students With Learning Disabilities ◽  
Mediating Role ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
The Relationship

Background: Behavioral problems are common in childhood, presenting debilitating conditions that cause numerous difficulties for the affected children and their families. The present study aimed to investigate the relationship between parental stress and mother-child interaction, and children’s behavioral disorders with the mediating role of mental health in the mothers of children with learning disabilities. Methods: The research population of this descriptive-correlational study consisted of the mothers of all students with learning disabilities in Adnimeshk City, Iran, in 2020. Applying the convenience sampling method, 210 students were selected as the study sample. The research instruments included the Child Behavior Checklist, the Parental Stress Scale, the Child-Parent Relationship Scale, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis in AMOS v. 24. Results: The obtained results indicated a direct and significant relationship between parental stress and children’s behavioral disorders (β=0.321, P=0.0001), as well as mother-child interaction and mothers’ mental health (β=0.255, P=0.001). There was a negative relationship between mother-child interaction and children’s behavioral disorders (β=-0.148, P=0.019), as well as parental stress and mothers’ mental health (β=-0.581, P=0.0001). Furthermore, the collected results presented a reverse and significant relationship between mothers’ mental health and children’s behavioral disorders (β=-0.360, P=0.0001). The indirect path analysis data revealed that mothers’ mental health played a mediating role in the relationship between parental stress, mother-child interaction, and children’s behavioral disorders (P=0.001). Conclusion: According to the present research results, the model proposed in this study was favorably fitted; thus, it can be considered as an important step in identifying the factors affecting behavioral disorders in students with learning disabilities.

scholarly journals The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

2020 ◽  
Vol 14 (2) ◽  
pp. 289
Author(s):  
Sobhi S. Al-Harthi
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Learned Helplessness ◽  
Reading Disabilities ◽  
Mathematics Learning ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Males And Females ◽  
Mathematics Learning Disabilities ◽  
The Relationship

  This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and  Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.

scholarly journals Effectiveness of an Improvement Writing Program According to Students' Reflexivity Levels

2007 ◽  
Vol 10 (2) ◽  
pp. 303-313 ◽  
Author(s):  
Jesús Nicasio García ◽  
Ana Mª de Caso-Fuertes
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Self Efficacy ◽  
Control Group ◽  
Specific Intervention ◽  
Writing Program ◽  
Students With Learning Disabilities ◽  
The Relationship ◽  
Experimental Group

After designing a writing program to enhance students' reflexivity and thus improve their compositions (García & de Caso, 2002a, 2002b), the aim of the research project was to show how reflexivity levels could influence the effectiveness of this program. This writing instruction through reflexivity was carried out with 5th and 6th grade students with learning disabilities (LD) and/or low achievement (LA) during 25 sessions. One hundred participants were assigned to either the experimental group (n = 49), which received specific intervention in writing and reflexivity, or the control group (n = 51), which simply received the ordinary curriculum. Both groups were assessed on the productivity and quality of their writing composition as well as their attitudes, self-efficacy, and reflexivity towards writing. The results show that coherence and reflexivity improved depending on the level of reflexivity, whereas the relationship with attitudes and self-efficacy is not so clear. Thus, it seems possible to improve LD and/or LA students' compositions by taking their reflexive style into account. Depending on the students' learning style, teachers should use either one or another technique.

State Certification Standards for Teachers of Students with Learning Disabilities: An Update

1997 ◽  
Vol 20 (4) ◽  
pp. 266-279 ◽  
Author(s):  
Amelia A. Jenkins ◽  
James Leigh Jenkins ◽  
James Patton
Keyword(s):  
Learning Disabilities ◽  
District Of Columbia ◽  
Nationwide Survey ◽  
Ethics Committee ◽  
Students With Learning Disabilities ◽  
Training Requirements ◽  
State Certification ◽  
Additional Information ◽  
Certification Standards ◽  
The Relationship

This study is an update of an earlier nationwide survey of state certification standards for teachers of students with learning disabilities conducted in conjunction with the Standards and Ethics Committee of the Council for Learning Disabilities (Leigh & Patton, 1986). Information was received from every state department and the District of Columbia teacher certification office. Data were analyzed and tabulated to include: (a) certification categories (titles) and level(s); (b) teacher training requirements (i.e., courses, standards, and hours); (c) examination requirements for certification; and (d) other additional information. The results are discussed in the context of relevant issues and trends and the relationship to the findings of the previous study.

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