فاعلية أنموذج مقترح لتجهيز المعلومات في علاج صعوبات تعلم مادة الرياضيات لدى عينة من تلاميذ الصف الثاني المتوسط بالمملكة العربية السعودية = Effectiveness of the Proposed Model for the Information Processing in the Treatment of Mathematics Learning Disabilities among a Sample of Second Prep Students in the Kingdom of Saudi Arabia

2016 ◽  
pp. 17-50
Author(s):  
حمدان ممدوح إبراهيم الشامي
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Information Processing ◽  
Mathematics Learning ◽  
Kingdom Of Saudi Arabia ◽  
Proposed Model ◽  
Mathematics Learning Disabilities

Instructional Interventions for Students with Mathematics Learning Disabilities

2012 ◽  
pp. 217-241
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Clara Hauth ◽  
Dannette Allen-Bronaugh
Keyword(s):  
Learning Disabilities ◽  
Mathematics Learning ◽  
Instructional Interventions ◽  
Mathematics Learning Disabilities

Children with Mathematics Learning Disabilities in Belgium

2004 ◽  
Vol 37 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Annemie Desoete ◽  
Herbert Roeyers ◽  
Armand De Clercq
Keyword(s):  
Learning Disabilities ◽  
Mathematics Learning ◽  
Mathematics Learning Disabilities

scholarly journals A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities

2021 ◽  
Vol 6 (10) ◽  
pp. 505-523
Author(s):  
Dharshini Gunasegar ◽  
Anbalagan Devar Devarajah ◽  
Roslinda Rosli
Keyword(s):  
Learning Disabilities ◽  
Literature Review ◽  
Empirical Evidence ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Students With Learning Disabilities ◽  
Mathematics Learning Disabilities ◽  
Difficult Subject ◽  
A Current

Mathematics is a particularly important component in our daily life and many students find it as an exceedingly difficult subject to be learned. The similar problem is being faced by special needs students such as those with learning disabilities (LD). This paper provides a current and thorough literature review of the empirical evidence on students with mathematics learning disabilities. The authors conducted the review of literature from the year 2016 to 2020 using Education Resources Information Center (ERIC) as the database. A total of 31 articles were found. Multiple mathematics learning disabilities were identified and the educational interventions that were used vary accordingly. Finding shows that most of the studies focused on technology-based interventions to help students with intellectual disability which includes problem solving and creative thinking. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate educational interventions to meet the needs of students with learning disabilities and maximize their mathematics learning outcomes in schools.

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.

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