scholarly journals A SYSTEMATIC REVIEW OF TEACHERS PERCEPTIONS TOWARDS EFFECTIVE TEACHING-LEARNING OF STUDENTS WITH INTELLECTUAL DISABILITY

2021 ◽  
Vol 9 (11) ◽  
pp. 669-674
Author(s):  
Km. Savita ◽  
◽  
Sarika Sharma ◽  
Keyword(s):  
Intellectual Disability ◽  
Effective Teaching ◽  
Cognitive Functioning ◽  
Conceptual Knowledge ◽  
Adaptive Skills ◽  
Adaptive Behaviour ◽  
Abstract Concepts ◽  
Teachers Perceptions ◽  
Teaching Learning ◽  
To Receive

The phrase intellectual impairment refers to a persons level of cognitive functioning. By specific children it occurs when a childs cognitive functioning is hampered to the extent that he or she is unable to receive information from his or her environment. After that, successfully absorbing, problem-solving, and adapting to the knowledge is required. The purpose of this study is to provide an overview of children with intellectual disability and their education for conceptual knowledge, define cause, and classify. Intellectual disability is defined as significant deficits in intellectual functioning and adaptive behaviour manifested as conceptual, social, and practical adaptive skills. An intellectual disability is characterized as having an IQ of less than 70 and having problems with adaptive behaviour or daily living abilities (eating, dressing, communicating, and participating in group activities). Intellectually disabled people learn slowly and have trouble grasping abstract concepts. So there is a dire need of appropriate teaching methodologies for effective Teaching-Learning of such students. The features of people with intellectual disability according to their education are also discussed in this study.

scholarly journals Executive Functions and Adaptive Behaviour in Autism Spectrum Disorders with and without Intellectual Disability

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Simonetta Panerai ◽  
Domenica Tasca ◽  
Raffaele Ferri ◽  
Valentina Genitori D’Arrigo ◽  
Maurizio Elia
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Executive Functions ◽  
Autism Spectrum ◽  
Adaptive Skills ◽  
Adaptive Behaviour ◽  
High Functioning ◽  
Mental Flexibility ◽  
Spectrum Disorders ◽  
Adaptive Ability

Executive functions (EF) in autism spectrum disorders (ASD) have been often investigated, although results seem to be rather inconsistent. The first aim of this study was to detect which EF components are common to the ASD continuum (from high- to low-functioning ASD) and identify a possible EF profile for ASD people. Planning, mental flexibility, inhibition of response, generativity, and ecologic EF were investigated. This study was extended not only to high-functioning ASD, but also to ASD with intellectual disability (ID). The second aim was to find EF aspects correlating with adaptive skills in ASD. A total of 61 children participated in the study (27 ASD with and without ID and 34 controls). Results highlight an executive profile characterised by impaired flexibility and deficient planning; these deficits are associated with decreased adaptive ability, particularly socialization, and a deficient shifting in ecologic conditions. These features are present in all ASD subgroups with and without ID; for this reason, they might be assumed as being specific features in ASD.

scholarly journals E-Learning Resources for Effective Teaching Learning Practices at University Level during COVID-19

2020 ◽  
Vol V (III) ◽  
pp. 350-358
Author(s):  
Rashid Minas Wattoo ◽  
Navid Jamil Malik ◽  
Muhammad Asif Shahzad
Keyword(s):  
Effective Teaching ◽  
Simple Random Sampling ◽  
University Education ◽  
Pedagogical Practices ◽  
Learning Resources ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
E Learning ◽  
University Level ◽  
Teaching Learning

The frequent use of E-learning resources in academia has dramatically altered the role of pedagogical practices and their effectiveness. The below are the aims: 1) to find out E-learning resources at the university level 2) To explore teachers' perceptions about E-learning resources for effective teaching-learning practices. The study population consisted of teachers from universities in the districts of Okara, Sahiwal and Vehari. The researchers also selected 200 university teachers using simple random sampling methods. In order to collect information, a questionnaire was used. The study's results are taken into consideration, and it is clear that ICT services play a part in successful university education. The department offers educational support through the internet. According to the results, the teaching productivity of university professors using ICT technology such as digital, YouTube and social media during lectures is increasing. ICT facilitates the gathering and sharing of ideas by transforming teachers into effective communicators.

scholarly journals ABAS-3 – an instrument for assessing adaptive skills in people with an intellectual disability

2020 ◽  
Vol 56 (2) ◽  
pp. 154-168
Author(s):  
Anna Prokopiak ◽  
Janusz Kirenko
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Assessment System ◽  
Adaptive Skills ◽  
Adaptive Behaviour ◽  
Past Half Century ◽  
Developmental Age ◽  
Adaptive Behavior Assessment System ◽  
Definition Of ◽  
Effective Use

In its initial part, the article presents an analysis of the definition of intellectual disability and follows its development over the past half century. In order to diagnose an intellectual disability, it is important not only to demonstrate an overall level of intelligence that is at least two standard deviations below the median score, but also to take into account the concurrent criterion of developmental age. Moreover, as discussed in this article, defining an intellectual disability also requires addressing limitations in adaptive behaviour, i.e. cognitive, social and practical functioning skills. These diagnostic criteria are met by the “Adaptive Behavior Assessment System” (ABAS), published originally in 2000 by Harrison and Oakland. Its third edition came out in 2015. ABAS-based evaluations find a wide variety of uses, including assessing adaptive behaviour of people with intellectual disabilities, diagnosing and classifying disabilities and disorders, documenting and monitoring progress over time, and determining entitlement to disability benefits. The instrument has many strengths, but it also exhibits limitations. For example, comprehensive examination is only possible if the localised adaptations of ABAS are suited for people in the age bracket of 0-89 years. The effective use of this instrument is also dependent on its compatibility with the formal disability assessment system and with the strategies for working with students who have intellectual disabilities. The level of this compatibility should be no less than the American variant. Only then will ABAS-3 be fully adaptable to the purpose for which the assessment is developed, and the results obtained will be useful and properly applied.

THE IMPLEMENTATION OF KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) IN THE TEACHING OF ENGLISH; A DESCRIPTIVE STUDY IN THE TENTH GRADE OF SMA NEGERI 1 NGUNUT, 2013/2014 ACADEMIC YEAR

2016 ◽  
Vol 1 (2) ◽  
pp. 3
Author(s):  
Anis Azimah
Keyword(s):  
Learning Activity ◽  
Analysis Method ◽  
Standard Material ◽  
Teachers Perceptions ◽  
Interactive Analysis ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Academic Year ◽  
Unobtrusive Observation ◽  
Descriptive Method

The objective of this study is to describe the teachers’ perceptions towards the implementation of Kurikulum Tingkat Satuan Penddikan (KTSP) in SMA Negeri 1 Ngunut and also the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the Teaching of English in the classroom for the tenth grade students of SMA Negeri 1 Ngunut 2013/2014 academic year, including its material, teaching learning activity and the evaluation. Further more, it is also intended to know more about the strengths and the weaknesses of the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP). In this research, the writer uses a qualitative research. To describe the students’ and teachers’ perception towards the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the class, the researcher uses descriptive method. The technique of collecting the data in this research is unobtrusive observation, in-depth interviewing, and document analysis. The writer uses guided-interview to support the data. In analyzing the data, the writer uses interactive analysis method by data reduction, data display, and conclusion drawing. After doing observation and interview, the writer can conclude that the teachers have good perception towards the implementation of KTSP in the school and play their role as teachers in the classroom well. The implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the teaching of English at the tenth grade of SMA Negeri 1 Ngunut is well conducted. The teaching-learning activity in the classroom runs well because the teachers always try to encourage the students in teaching-learning process. The material given to the students in teaching-learning activity is appropriate to the KTSP’s standard material. Key words: Implementation, Kurikulum Tingkat Satuan Pendidikan (KTSP), Received: 23 June, 2016; Accepted: 8 September, 2016

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

scholarly journals REVITALIZING BEHAVIOUR MODIFICATION TECHNIQUES FOR EFFECTIVE TEACHING/LEARNING IN PRIMARY SCHOOLS IN NIGERIA

2017 ◽  
Vol 17 (2) ◽  
pp. 10
Author(s):  
Ahmad Abdullahi Abdallah ◽  
Lawal Mustafa Usman
Keyword(s):  
Effective Teaching ◽  
Primary Schools ◽  
Behaviour Modification ◽  
Effective Learning ◽  
Efficiency Factors ◽  
Effectiveness And Efficiency ◽  
Teachers And Parents ◽  
Teaching Learning ◽  
Negative Behaviour

The paper discusses behaviour modification techniques as a mean of addressing the negative behaviour exhibited by pupils in primary schools. In an attempt to discuss the techniques; the paper discuss the meaning of behaviour and its types; effective teaching, teacher’s effectiveness and efficiency, factors influential to teacher’s effectiveness and effective learning were discussed. Finally, the paper recommended that authorities should be organizing seminars, workshops and conferences for teachers and parents on how to bring up their children appropriately among others.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

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