scholarly journals The Importance of Design Elements in Special Education of Individuals with Autism and Learning Disabilities

2021 ◽  
pp. 32-40
Author(s):  
Efecan Serin ◽  
Dimas Rifqi Novica ◽  
Ima Kusumawati Hidayat
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Literature Review ◽  
Life Skills ◽  
Learning Difficulties ◽  
Educational Materials ◽  
Learning Methods ◽  
Design Elements ◽  
Fundamental Relationship

This study examines the fundamental relationship between design and special education. The paper presents a literature review on autism learning difficulties and special education, including the scope of sensors, training, accessibilities, learning methods and requirements, and their connection with design needs. According to the study, the benefits of using specially designed elements in special education can contribute to the student’s learning and perception processes. A further recommendation is to develop more research in educational materials specially designed according to an individual’s design needs in reading, acquiring essential life skills, and communication. Keywords: Autism, design, special education

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

scholarly journals LEARNING SCENARIO QURAN RECITATION STUDENT WITH LEARNING DISABILITIES (MODERATE FUNCTIONALITY)

2019 ◽  
Vol 1 (1) ◽  
pp. 07-13
Author(s):  
Rabiatuladawiyah Saleh ◽  
Mohd Nizam Sahad
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Learning Difficulties ◽  
Islamic Education ◽  
Learning Problems ◽  
Functional Learning

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

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.

Factors Influencing the Development of Special Education Facilities in Australia for Children with Learning Disabilities/Learning Difficulties

1979 ◽  
Vol 3 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Trevor R. Parmenter
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Teacher Preparation ◽  
Learning Difficulties ◽  
Learning Problem ◽  
Factors Influencing

AbstractThe effects that historical, philosophical and empirical factors have had upon the development of special education in Australia for children with learning disabilities/difficulties are examined. It is suggested that owing to the early neglect by the various education departments in providing effective services there has been a resultant dearth of professionally competent personnel to implement policies being formulated upon the emerging philosophies in special education. It is therefore argued that Australia requires an effective thrust into research at the classroom, the delivery and the teacher preparation levels so that the relatively diminishing resources for education may be better utilized for the child with a learning problem.

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

EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE

2018 ◽  
pp. 61-67
Author(s):  
D. J. Sullivan ◽  
S. Labby ◽  
A. Koptelov ◽  
S. L. Sullivan
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Communication Systems ◽  
Life Skills ◽  
Mixed Methods Study ◽  
Educational Tool ◽  
Special Educator ◽  
Communications Systems ◽  
Communication Device ◽  
Communication Devices

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

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