Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

Student Groups ◽

The Individual

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

A Novel Framework Incorporating Augmented Reality and Pedagogy for Improving Reading Comprehension in Special Education

10.3233/faia210081 ◽

2021 ◽

Author(s):

Andrianthi Kapetanaki ◽

Akrivi Krouska ◽

Christos Troussas ◽

Cleo Sgouropoulou

Keyword(s):

Learning Disabilities ◽

Reading Comprehension ◽

Augmented Reality ◽

Learning Outcomes ◽

Learning Style ◽

Learning Theories ◽

Student Centered ◽

Educational Environments

Augmented Reality (AR) is an emerging technology thriving in recent years. The implementation of AR in education offers great opportunities to enhance educational environments achieving better learning outcomes. As students with learning disabilities struggle with reading comprehension, an AR learning environment provides them support to better understand texts they actually read. Even though few studies have tried to explore the impact of AR technology to reading comprehension for students with learning disabilities in Secondary Education, there is a lack of research grounded in the incorporation of learning theories and personalization technologies. The goal of this paper is to present an AR educational environment capable of supporting meaningful learning outcomes by taking into consideration each student special educational needs and learning style. The novelty of this study lies in the student-centered and personalized design, which leads to improved understanding, student interaction and self-learning.

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GREEK HIGHER EDUCATION: ICTS AS A VITAL TOOL FOR INCLUSION

European Journal of Special Education Research ◽

10.46827/ejse.v6i2.3232 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Asimina Riga ◽

Vasiliki Ioannidi ◽

Nikolaos Papayiannis

Keyword(s):

Higher Education ◽

Learning Disabilities ◽

Inclusive Education ◽

Professional Training ◽

Educational Needs ◽

Local Policy ◽

Discriminatory Practice ◽

Made In

The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion. Article visualizations:<img src="/-counters-/edu_01/0606/a.php" alt="Hit counter" />

Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit

Sustainability ◽

10.3390/su14020679 ◽

2022 ◽

Vol 14 (2) ◽

pp. 679

Author(s):

Shih-Yun Lu ◽

Chu-Lung Wu ◽

You-Ming Huang

Keyword(s):

Learning Disabilities ◽

Students With Disabilities ◽

Learning Outcomes ◽

Positive Impact ◽

Single Case ◽

Project Based Learning ◽

Research Approach ◽

The Impact

This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.

Creative Self-Efficacy: An Essential Transition Skill for Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/10534512211024938 ◽

2021 ◽

pp. 105345122110249

Author(s):

Jennifer Elaine Smith

Keyword(s):

Learning Disabilities ◽

Self Efficacy ◽

Creative Thinking ◽

Individual Student ◽

Questioning Techniques ◽

The Individual ◽

Creative Self ◽

High Level ◽

Creative Thinking Ability

The ability to think creatively is a vital transition skill for students with learning disabilities in the 21st century. Participation in careers with a high level of creative thinking ability not only sets the individual student up for success, but also the community in which they live. Creative self-efficacy is the belief in one’s ability to be creative and is a basic component of creativity. A positive relationship is indicated between higher creative self-efficacy and higher creative production. Thus, the development of a positive creative self serves as a supportive element for students with learning disabilities in their current and future endeavors. This article describes the importance and need for creative thinking and creative self-efficacy development in education and suggests the use of questioning techniques as a strategy for developing these important skills when working with students with learning disabilities.

Computer supported collaborative learning in Greek inclusive secondary education

International Journal of Special Education and Information Technologies ◽

10.18844/jeset.v6i1.5365 ◽

2020 ◽

Vol 6 (1) ◽

pp. 18-28

Author(s):

Asimina Riga ◽

Vasiliki Ioannidi ◽

Nikolaos Papayiannis

Keyword(s):

Learning Disabilities ◽

Secondary Education ◽

Collaborative Learning ◽

Literature Review ◽

Educational Needs ◽

Computer Assisted ◽

Learning Methods ◽

Inclusive Learning

Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

Educational Psychology in Polycultural Space ◽

10.24888/2073-8439-2021-53-1-66-75 ◽

2021 ◽

Vol 53 (1) ◽

pp. 66-75

Author(s):

O. A. Belyaeva ◽

Keyword(s):

General Education ◽

Inclusive Education ◽

School Environment ◽

Personal Characteristics ◽

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

Social Significance ◽

The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England

Tizard Learning Disability Review ◽

10.1108/tldr-07-2018-0021 ◽

2018 ◽

Vol 23 (4) ◽

pp. 207-212

Author(s):

Chris Hatton

Keyword(s):

Learning Disabilities ◽

Educational Needs ◽

Physical Assault ◽

Learning Difficulty ◽

Autistic Children ◽

Content Type ◽

Health And Social Care ◽

School Absences ◽

Fixed Period

Purpose The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD). Findings Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.

Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

Focus on Exceptional Children ◽

10.17161/foec.v44i2.6689 ◽

2011 ◽

Vol 44 (2) ◽

Cited By ~ 7

Author(s):

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

Instructional Design ◽

Learning Strategies ◽

Teaching Skills ◽

General Description ◽

Teaching Methodologies ◽

Explicit Teaching ◽

Students With Ld ◽

Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

Using Interactive Teaching and Learning Strategies to Promote Text Comprehension and Content Learning for Students with Learning Disabilities

International Journal of Disability Development and Education ◽

10.1080/0156655920390305 ◽

1992 ◽

Vol 39 (3) ◽

pp. 225-238 ◽

Cited By ~ 31

Author(s):

Candace S. Bos ◽

Patricia L. Anders

Keyword(s):

Learning Disabilities ◽

Learning Strategies ◽

Text Comprehension ◽

Teaching And Learning ◽

Interactive Teaching ◽

Content Learning ◽

Teaching And Learning Strategies

Individual differences in second language acquisition

AILA Review ◽

10.1075/aila.19.05dor ◽

2006 ◽

Vol 19 ◽

pp. 42-68 ◽

Cited By ~ 76

Author(s):

Zoltán Dörnyei

Keyword(s):

Individual Differences ◽

Second Language Acquisition ◽

Learning Styles ◽

Language Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Human Mind ◽

Prominent Feature ◽

Learner Characteristics ◽

The Individual

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.