Developing the Concept of Order: An Example of Constructivist Remediation for Optimizing Memory and Learning Processes

2009 ◽  
Vol 8 (2) ◽  
pp. 128-147
Author(s):  
Jean-Louis Paour ◽  
Christine Bailleux
Keyword(s):  
Learning Disabilities ◽  
Conceptual Development ◽  
Cognitive Remediation ◽  
Special Issue ◽  
Valuable Alternative ◽  
Early School ◽  
School Learning ◽  
Sequential Processes ◽  
Constructivist Intervention ◽  
General Organization

In relation to the theme of this special issue, we present a recently developed instrument (ORDO) in order to demonstrate the heuristic value of the constructivist conception of conceptual development for devising cognitive remediation tools. It seems opportune to present this remedial instrument because the concept of order that it seeks to build is rather directly linked to memorization, basic school learning, and learning disabilities. In the first part, we begin by contrasting a constructivist remediation with a metacognitive one. Then, considering the decisive contribution of sequential processes to early school learning and the link between defective or inadequate sequential processes and learning disabilities, we defend the idea that promoting understanding of the concept of order constitutes a relevant educational and remedial objective. We argue that the combination of a metacognitive approach with interventions designed to foster conceptual development is a valuable alternative to processual training or mere metacognitive interventions. In the second part, we present the objectives of our proposed constructivist intervention, detail and justify the steps of its construction, describe its general organization, and give some examples of tasks and activities.

Meta-Analyses in Learning Disabilities: Introduction to the Special Issue

2001 ◽  
Vol 101 (3) ◽  
pp. 247-249 ◽  
Author(s):  
Russell Gersten ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Special Issue ◽  
Meta Analyses

scholarly journals Specific Learning Disabilities

2019 ◽  
Keyword(s):  
Learning Disabilities ◽  
School Context ◽  
Well Being ◽  
Specific Learning Disabilities ◽  
Negative Effects ◽  
Educational Work ◽  
School Learning ◽  
The Subject ◽  
Specific Disorders ◽  
Specific Learning

This article reports the specific disorders and difficulties in school learning settings and its frequent and relevant problems, as outlined in psychological literature and pedagogical sciences. These definitions are recognized and fully contemplated by the Law in several European countries, including Italy, and treatment, educational and relational guidelines are proposed, to be considered in a logic of protection and promotion of the child’s well-being (as a children or teen) with its specific learning disability. This document contains a first approach to the subject, aimed to inform and guide for the identification and distinction of this pathologies, which can coexist, and to limit their negative effects, which could compromise the child’s growth and development, especially if addressed early. Specific learning disabilities are related to reading, writing and mathematical calculation; it is important that in a school context the operators are (in) formed, in order to face and guarantee every day the realization of student’s learning and educational work in general.

Social inclusion education policy in South Australia: What can we learn?

2017 ◽  
Vol 61 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Andrew Bills ◽  
Nigel Howard
Keyword(s):  
High Risk ◽  
Young People ◽  
Policy Analysis ◽  
Social Inclusion ◽  
Young Person ◽  
Flexible Learning ◽  
Early School Leaving ◽  
Early School ◽  
School Learning ◽  
Learning Options

In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

Promises and Cautions regarding Using Response to Intervention with English Language Learners

2007 ◽  
Vol 30 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Future Directions ◽  
Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

scholarly journals Circumventing the Cold War: The parallel diplomacy of economic and cultural exchanges between Western Europe and Socialist China in the 1950s and 1960s: An introduction

2016 ◽  
Vol 51 (1) ◽  
pp. 1-16 ◽  
Author(s):  
ANGELA ROMANO ◽  
VALERIA ZANIER
Keyword(s):  
Cold War ◽  
Western Europe ◽  
Conceptual Development ◽  
European Countries ◽  
Special Issue ◽  
Close Collaboration ◽  
Cultural Exchanges ◽  
History Of ◽  
Capitalist World ◽  
The Cold War

This special issue brings together historians with expertise on China and Western Europe who have the explicit intent of bridging the existing gap between two parallel strands of scholarship, that is, Europe in the Cold War and the history of Socialist China, and combining the different perspectives and approaches of international, diplomatic, business, and cultural historiographies. The contributors’ lively interaction and close collaboration has been the key to the conceptual development of a broader view of the relations between West European countries and Socialist China in the early decades of the Cold War, as well as of China's policy towards the capitalist world before the Reform and Opening era.

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