scholarly journals TREATMENT FOR STUDENTS WITH LEARNING DISABILITY THAT CAN BE DONE BY BOTH TEACHERS AND PARENTS: A LITERATURE REVIEW

2019 ◽  
Vol 6 (02) ◽  
pp. 133-140
Author(s):  
Danny Rusmono
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Education Program ◽  
Group Intervention ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Catching Up ◽  
Inclusion Education ◽  
Special Education Program ◽  
Teachers And Parents

Inclusion education program has been implemented in Indonesia, which means schools are obliged to accept students with special needs. Students of said category perieved as a particular burden by their teachers. Teachers said that it was because they are lacking in experience to handle said students and they did not graduate from special education program in college. Aside from teachers, there are parents who are still lacking in information about the condition of their children. The present reserarch aims to find treatments suitable for teachers and parents to do to children with learning disabilities. The search of e-literatures was conducted to identify journals published from 2009 to 2019 concerning treatments that are suitable for teachers and parents to do. Electronic databases used were ScienceDirect, Proquest, Springer and SAGE. There were 6 studies used in this research after excluding studies that did not match to criteria used in this review. Treatments that can be done by both teachers and parents to students with learning disabilities are Group Intervention, Teacher-made Instruction Material, Homeschooling, Phonology and Orthography. The outcome of using those treatments is that students show improved skills to do what they have been struggling with and catching up with their peers.   Abstrak Pendidikan inklusi sudah diberlakukan di Indonesia. Artinya semua sekolah wajib menerima siswa berkebutuhan khusus. Guru mendapati siswa berkebutuhan khusus membawa beban dalam pengajarannya. Hal tersebut dikarenakan guru yang kurang berpengalaman atau guru tidak berasal dari pendidikan luar biasa. Selain guru yang kurang dapat menangani siswa berkebutuhan khusus, orang tua juga masih ada yang kurang memahami kondisi anaknya. Penelitian ini bertujuan untuk menemukan penanganan apa yang bisa dilakukan oleh orang tua dan guru. Pencarian literatur elektronik yang diterbitkan dalam 10 tahun terakhir mengenai penanganan yang dapat dilakukan oleh orang tua dan guru. Database elektronik yang digunakan adalah ScienceDirect, Proquest, Springer, Sage. Ada 6 studi yang digunakan setelah adanya seleksi menurut kriteria yang sudah ditetapkan. Ada beberapa penanganan yang dapat dilakukan bagi siswa dengan learning disability seperti group intervention, teacher-made instruction material, homeschooling, phonology dan ortography. Dari penanganan yang telah disebutkan, hasilnya adalah siswa dengan learning disability menunjukkan kemampuan belajar yang membaik, dan mampu mengejar ketertinggalan mereka dengan teman sebayanya.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

scholarly journals It doesn't make any sense : self and strategies among college students with learning disabilities

2006 ◽  
Author(s):  
◽  
André Duncan Arceneaux
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Impression Management ◽  
Qualitative Interviews ◽  
Information Control ◽  
Students With Learning Disabilities ◽  
College Career ◽  
Negative Perceptions ◽  
A Minor

Even though there has been increasing awareness of and accommodations for college students with learning disabilities, many of them still face various forms of stigmatization from instructors and peers. In this research project, I exam the ways in students with learning disabilities are stigmatized in academic and nonacademic settings, how they responded, or accounted, for their disability when questioned by others, and the strategies which they used to cope with problematic situations. This research is based on qualitative interviews of twenty-three college students with learning disabilities. Although the respondents viewed their learning disability as a minor issue, they did report problematic and embarrassing situations during their college career. Individuals with LD were concerned about the negative perceptions that others had of their LD label. To cope with stigmatization, college students with learning disabilities strategically performed tasks in order to minimize the negative reactions from peers and teachers. They also developed a series of accounts to neutralize the questions of their actions or their disability status. For this dissertation, I use Goffman's concept of impression management and information control to examine how college students with learning disabilities strategically use the performance of reading, writing, and other tasks associated with learning to present a positive self-concept. This dissertation looks at college students who are successful in managing the stigma associated with LD. While other learning disability narratives emphasize the all-encompassing, this study focuses on how individuals with learning disabilities attempt to control the effects and the significance of LD in everyday life.

scholarly journals Students' Learning Disability of Elementary School in Tangerang

2020 ◽  
Vol 5 (2) ◽  
pp. 81-86
Author(s):  
Asep Supena ◽  
Lesti Kaslati Siregar
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Learning Disability ◽  
Learning Difficulties ◽  
Parental Knowledge ◽  
Students With Learning Disabilities ◽  
Slow Learners ◽  
Front Position ◽  
Depth Interview ◽  
Attention To Students

This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.

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.

scholarly journals The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

2015 ◽  
Vol 5 (2) ◽  
pp. 177-194
Author(s):  
Teja Lorger ◽  
Majda Schmidt ◽  
Karin Bakračevič Vukman
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Special Needs ◽  
Social Acceptance ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
The Social ◽  
Students With Ld

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community. 

scholarly journals Types of Specific Learning Disability

2021 ◽  
Author(s):  
Vinutha U. Muktamath ◽  
Priya R. Hegde ◽  
Samreen Chand
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Auditory Processing ◽  
Verbal Learning ◽  
Specific Learning Disability ◽  
Holistic Understanding ◽  
Teachers And Parents ◽  
The Individual ◽  
Specific Learning

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Teaching Algebra to Students with Learning Disabilities

2003 ◽  
Vol 96 (9) ◽  
pp. 622-624
Author(s):  
Marcee M. Steele ◽  
John W. Steele
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Algebra Instruction ◽  
Teaching Algebra ◽  
Inclusive Settings ◽  
General Education Classroom

In many states, students with learning disabilities are required to take algebra in high school. These students are usually served in inclusive settings (the general education classroom), where they often struggle with algebra because the content is so abstract. Although limited research and literature are available on algebra instruction for students with special needs, recognized strategies that promote students' learning can help make the algebra experience more enjoyable and successful for them and for the other students in the class, as well. This article highlights characteristics of students with learning disabilities, reviews current literature on algebra and students with learning disabilities, summarizes some of the recommendations, and describes how they can be put into practice.

Evidence-based Practices for Teaching Students with Learning Disabilities

2020 ◽  
Author(s):  
Rubina S. Lal ◽  
M. Thomas Kishore
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Learning Disability ◽  
Teaching Strategies ◽  
Intellectual Ability ◽  
Assessment Process ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices ◽  
English Speaking

Learning disability (LD) is a broad term to refer to disorders related to listening, speaking, reasoning, reading, writing, and mathematical calculation. Though the term LD is used to refer to individuals with intellectual disabilities in some countries, the authors use it in this chapter to refer to “Specific Learning Disabilities.” Students with LDs will typically have average or above-average intelligence. Significant features are problems in language-processing skills and a mismatch between the student’s intellectual ability and his or her academic performance. Hyperactivity, attention deficits, and socio-emotional adversities have been associated with learning disability, but cannot explain it. Since people with LDs do not have physical manifestation of the condition, it often goes unnoticed during early childhood. The problems become evident only when the child enters school, where the academic and social demands they face are far greater than their individual learning ability. Comprehensive assessment of the core skills in the areas of reading, writing, reasoning, and mathematics should be done using multiple measures, both standardized and nonstandardized. The assessment process may need inputs from a multidisciplinary team. Qualitative and quantitative data from the assessment is required in order to select suitable teaching strategies for students with LDs. There are several approaches for identification of an LD, but a discrepancy between intellectual ability and academic achievement as a key indicator seems to be widely followed; and the Response to Intervention (RTI) method is specifically popular in educational settings. The RTI is a research-based assessment and teaching method of ascertaining how a student responds to interventions in core curricular areas given in group and individual sessions. Use of RTI reflects a paradigmatic shift from the discrepancy model, which allowed the student to fail before interventions were made. While enabling the identification of students in need of services through individualized education program, RTI is an instructional model designed to improve the academic performance of all students in the class, with varying levels of instruction to suit their individual needs. The psychoeducational approach is also popular as a means of assessing LDs among educators because it allows linking of cognitive and psychological processes with the acquisition of core academic skills which in turn will help in providing comprehensive remediation. There are several effective intervention strategies for enhancing reading, writing, and arithmetic skills. Some of the strategies are universal and some are specific to the targeted language. Intervention programs vary with reference to the age and grade, and use of information and technology. However, all programs depend on teachers’ abilities and on a supportive school environment. Teachers’ knowledge about nature and needs of students with learning disabilities, and their ability to use research-based teaching methods are crucial to ensure positive learning outcomes for such students. Appropriate curricular input at preservice training level, mentoring and support of newly inducted teachers, and ongoing professional development are key factors for building teacher competency. School management has an important role in creating the necessary infrastructure and resources for effective assessment, intervention, and evaluation of students. Administrators must support the use of appropriate and culture-fair assessment tools, research-based teaching strategies, documentation, and importantly, collaboration among the members of the educational and multidisciplinary teams. However, much of the literature comes from English-speaking countries. Since LDs are a language-based problem and there are multiple languages across the globe, there is a lot of scope for documenting evidence-based practices from non-English-speaking settings.

scholarly journals An Exploration of EFL Teachers’ Experience with Learning Disability Training

2020 ◽  
Vol 13 (1) ◽  
pp. 114-134
Author(s):  
Jimalee Sowell ◽  
Larry Sugisaki
Keyword(s):  
Learning Disabilities ◽  
Foreign Language ◽  
Learning Disability ◽  
English Language ◽  
Language Teachers ◽  
Students With Learning Disabilities ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Language Instructors

Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently.

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