A Literature Review of Intervention Studies to Improve Transition Outcomes of Students with Learning Disabilities in Korea and U.S.A.

2016 ◽  
Vol 55 (2) ◽  
pp. 245
Author(s):  
Youn Jung Park ◽  
Hyo Jeong Seo
Keyword(s):  
Learning Disabilities ◽  
Literature Review ◽  
Intervention Studies ◽  
Students With Learning Disabilities ◽  
Transition Outcomes

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 An Examination of Inclusive Practices for Students with Learning Disabilities in Botswana: A Literature Review

2020 ◽  
Vol 30 (3) ◽  
pp. 124-143
Author(s):  
Samantha L. Mrstik ◽  
Lisa A. Dieker ◽  
C. Okechukwu Abosi
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Learning Disabilities ◽  
Literature Review ◽  
Inclusive Education ◽  
Students With Learning Disabilities ◽  
Special Education Policy ◽  
Growing Pains ◽  
Special Education Program ◽  
Education Policy Implementation

The country of Botswana has passed laws to support the human rights of their citizens, including people with learning disabilities. In accordance with the United Nations’ guidelines, Botswana’s human rights initiatives, and the international movement toward inclusive education, inclusive educational reform is taking place. We have conducted a comprehensive literature review, the purpose of which was to establish the progress Botswana has made in special education policy, implementation of policy into schools, and the strides made toward inclusion. However, there are still many struggles comparable to many school systems in African nations. Key findings include a nation with significant developments in human rights which includes a developing inclusive education system with both policy and implementation, yet, still coping with the growing pains of a young special education program.

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

2019 ◽  
pp. 073194871989202
Author(s):  
Meijia Liu ◽  
Diane Pedrotty Bryant ◽  
Elly Kiru ◽  
Maryam Nozari
Keyword(s):  
Learning Disabilities ◽  
Intervention Studies ◽  
Single Case ◽  
Technical Information ◽  
Student Outcome ◽  
Students With Learning Disabilities ◽  
Intervention Treatment ◽  
Methodological Rigor ◽  
Single Case Designs ◽  
Skill Modeling

The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

scholarly journals Using Technology to Promote Academic Success for Students with Learning Disabilities

2016 ◽  
Vol 6 (3) ◽  
pp. 62 ◽  
Author(s):  
Ali M. Alghazo ◽  
Boshra E. Al-Otaibi
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Literature Review ◽  
Social Networking Sites ◽  
Academic Research ◽  
Successful Implementation ◽  
Students With Learning Disabilities ◽  
Speech Recognition Software ◽  
Students With Ld ◽  
High Level

The following research paper provides intends to act as an authoritative reference point for information related to using technology to promote academic success of students with Learning Disabilities (LD) based on information retrieved from various sources. The major objectives of this study are: To explore the advantages resulting from usage of technology to promote academic success for students with learning disabilities; To understand the obstacles that hinder the successful implementation and integration of technology that could be used to promote academic success for students with learning disabilities. To answer the question of how can technologies be used and integrated in the best possible manner to promote academic success for students with learning disabilities? The methodology used in the following study is a systematic literature review of relevant research studies and articles. A methodical analysis of previous literature is an imperative part of any academic research project (Webster & Watson, 2002). A comprehensive, high-level literature review forms the basis and motivation for constructive and extensive research (Boote and Beile, 2005, p. 3). The study found that schools and educationists need to execute requisite pedagogy in such a manner that students with LD are benefitted rather than confining them to special instructions and objectives. Integrating technology into regular education to support students with LD need not be costly or necessitate massive training. Assistive technology ranging from low-tech devices like pencil grips to advanced software like speech recognition software can empower children having LD with the skills required to take forward their education in an equivalent manner like their peers. Emerging technologies like social networking sites and freely available communication software can aid effective association with teachers and peers. Continuous policy up gradation and research can immensely contribute towards technology incorporation within teaching lessons for students with different academic LD.

scholarly journals Computer supported collaborative learning in Greek inclusive secondary education

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 ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
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

Sign in / Sign up

Export Citation Format

Share Document