scholarly journals What Are Dyslexia and Its Effects on Teaching Language Skills?

2018 ◽  
Vol 8 (2) ◽  
pp. 218
Author(s):  
Mohammad Mahdi Mobinizad
Keyword(s):  
Mother Tongue ◽  
Learning Difficulties ◽  
Age Group ◽  
Factors Affecting ◽  
Teaching Language ◽  
Group Context ◽  
Special Education Needs ◽  
Negative Feedbacks ◽  
Education Needs ◽  
Dyslexic Students

The world of teaching comprises of a range of miscellaneous methods, plans, strategies and techniques and it gets more complex as we consider all factors affecting this world including the age group, context, the mother tongue and mental as well as natural abilities and disabilities of the students who are being taught. My main focus in this paper is to discuss language teaching tips effective for dyslexic students that can be considered as a subcategory of SEN (Special Education Needs) students and an explanation of BPMS Hypothesis I suggested helping dyslexic students overcome their learning difficulties. I also clarify my own teaching experiences in different situations throughout this paper any probably positive or negative feedbacks I obtained via teaching.

scholarly journals Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

2021 ◽  
Author(s):  
Martina Berchiatti ◽  
Antonio Ferrer ◽  
Laura Galiana ◽  
Laura Badenes-Ribera ◽  
Claudio Longobardi
Keyword(s):  
Special Education ◽  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Learning Difficulties ◽  
Control Group ◽  
Student Teacher Relationship ◽  
Special Education Needs ◽  
Being Bullied ◽  
Education Needs

Abstract Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

Developing a Project to Improve Employability for Secondary Students with Special Education Needs

1990 ◽  
Vol 14 (1) ◽  
pp. 38-42
Author(s):  
Christine Roberts-Yates
Keyword(s):  
Secondary Students ◽  
Learning Difficulties ◽  
South Australia ◽  
Theoretical Background ◽  
Special Educational Needs ◽  
Future Issue ◽  
Education Department ◽  
The Social ◽  
Special Education Needs ◽  
Education Needs

Note: This article provides the theoretical background for the Social Skills and Employability Project in South Australia. The Project was established in 1989 by the S.A. Education Department (Northern Area) and the Institute for the Study of Learning Difficulties. It is a school and industry based project designed to develop personal, social, and vocational skills for young people with special educational needs. The author has agreed to write a further article describing the program in action. This will appear in a future issue of the journal.

Factors Affecting the Availability of Abortion Providers

2021 ◽  
pp. 056943452110105
Author(s):  
Marshall H. Medoff
Keyword(s):  
Parental Involvement ◽  
Labor Force Participation ◽  
Abortion Rate ◽  
Reproductive Age ◽  
Age Group ◽  
Women Of Reproductive Age ◽  
Factors Affecting ◽  
State Data ◽  
Participation Of Women ◽  
Jel Classifications

This study, using state data, empirically examines the factors affecting the availability of abortion providers over the period 1992–2011. The empirical results found that the labor force participation of women and the percentage of women of reproductive age in the 18–24 age group were positively associated with the number of abortion providers in a state. The level of antiabortion activities and antiabortion attitudes were negatively associated with the number of abortion providers in a state. Also, a state’s abortion rate was positively associated with the number of abortion providers. The enforcement of a parental involvement law by a state significantly deters physicians or organizations from becoming or remaining abortion providers. JEL Classifications: I11, I18, K32, K38

The Impact of Public Policy on Support Services for Indigenous Families with Children with Special Education Needs

2017 ◽  
Vol 47 (2) ◽  
pp. 198-205 ◽  
Author(s):  
Karen Trimmer ◽  
Roselyn Dixon
Keyword(s):  
National Policy ◽  
Disability Services ◽  
For Profit ◽  
The Past ◽  
Not For Profit ◽  
Special Education Needs ◽  
Provision Of Services ◽  
Education Needs ◽  
Families With Children ◽  
The Impact

In Australia and Europe, government agencies and not-for-profit organisations (NFPOs) have had long involvement in the funding and provision of community disability services. Significant change has occurred in Australia over the past two decades in the way government funds are expended, with marketplace mechanisms increasingly being used. As a consequence of economic and governance imperatives, funding of services via NFPOs has changed significantly with a move away from the provision of grants to the contracting of these organisations for the provision of services. In 2013, a new national policy, the National Disability Insurance Scheme (NDIS), was introduced that has impacts for the provision of disability services for children and their families. In particular, Indigenous families are likely to experience barriers in accessing services. This paper reviews the impact of international changes in policy and associated funding models and considers the impacts and research implications of Australia's initial experience of implementation of the NDIS.

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