scholarly journals The Implementation of Multisensory Technique for Children with Dyslexia

2021 ◽  
Vol 8 (01) ◽  
pp. 279-293
Author(s):  
Agus Supriatna ◽  
Ediyanto Ediyanto
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Reading Skills ◽  
Learning Difficulties ◽  
Biological Condition ◽  
Academic Assessment ◽  
Visual Technique ◽  
Picture Card ◽  
Specific Learning ◽  
Reading And Spelling

Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by using a picture card with the word written on the bottom (flashcard). Auditory technique for children who have difficulty with sound problems, teach a pair of short words and ask the child to say which word is correct. In addition, children with dyslexia will have the best learning by touch, so it is essential to incorporate this learning style into the instruction as a tactile technique.

I Learn this Way!

2013 ◽  
pp. 327-335
Author(s):  
Sabrina Fusi ◽  
Zara Mehrnoosh
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Style ◽  
School Children ◽  
Good Method ◽  
First Grade ◽  
Specific Learning Disabilities ◽  
Primary Stage ◽  
Teaching Tools ◽  
Specific Learning

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

scholarly journals Difficulties in English Language Learning for Students with Dyslexia

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 196-206
Author(s):  
Alma Lama
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
English Language ◽  
Science And Technology ◽  
Learning Difficulties ◽  
Ministry Of Education ◽  
The Right ◽  
Education Science ◽  
Specific Learning

Abstract Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

scholarly journals Effectiveness of a Computerized Program in the Treatment of Dyslexia in a Sample of Fourth Grade Students

2020 ◽  
Vol 16 (7) ◽  
pp. 15
Author(s):  
Yahya Hussain AL-Qatawneh
Keyword(s):  
Learning Disabilities ◽  
Learning Styles ◽  
Reading Skills ◽  
Learning Difficulties ◽  
Fourth Grade ◽  
Theoretical Background ◽  
Control Group ◽  
Teaching Reading ◽  
Educational Strategies ◽  
Fourth Grade Students

Dyslexia is a specific learning disorder which has a neurobiological origin and is characterized by the presence of reading difficulties not accounted for by sensory, neurological, or intellectual deficits. Many researches indicated have conducted to study the effect of a computerized program to help students with dyslexia as it has proven its effectiveness in many fields. This study aimed to test the effectiveness of a computerized program in the treatment of dyslexia among the fourth grade students in a sample of Jordanian schools. The study sample consisted of (90) students in the fourth grade for the academic year 2017/2018. They were divided into two groups: a control group and an experimental group: 35 students and 55 students. This study was conducted through the introduction of an educational program to develop reading skills to address the difficulties of learning in reading, where learning is a necessary requirement because of its importance in the lives of students, so it was necessary to focus on learning to read to students at different levels of special needs, including those with learning disabilities who They may need some methods and strategies that suit their different learning styles. Therefore, this study came within the framework of teaching reading for people with learning difficulties in the basic stage. Provide teachers with training skills by training them in the use of the computer program in teaching reading skills, providing a theoretical background on the phenomenon of learning difficulties, especially in the field of reading, its causes and educational strategies for people with learning disabilities, and this helps to provide the necessary educational care for them.

Evaluation of Teacher Candidates’ Perceptions about Specific Learning Difficulties through Online Photovoice (OPV) Method

2021 ◽  
Vol 9 (2) ◽  
pp. 161
Author(s):  
Kürşat Öğülmüş ◽  
Murat Hikmet Acikgoz ◽  
Ahmet Tanhan
Keyword(s):  
Learning Style ◽  
Teacher Candidates ◽  
Interpretative Phenomenological Analysis ◽  
Learning Difficulties ◽  
Future Research ◽  
Knowledge Level ◽  
Final Sample ◽  
And Mathematics ◽  
The Individual ◽  
Specific Learning

In this study, the researchers (i) determined the perception levels of candidate teachers about Specific Learning Difficulties (SLD) using Online Photovoice (OPV) methodology, (ii) shared the research results with relevant researchers and practitioners in order to contribute to increase the knowledge level of candidate teachers about SLD, and finally (iii) discussed the results of the research in order to lay the groundwork for more meaningful and useful research and services. OPV technique was used in the data collection phase, and Online Interpretative Phenomenological Analysis (OIPA) was used in the data analysis phase. A total of 367 teacher candidates studying in different teaching programs participated in the study; the answers of 42 students were removed from the analysis for various reasons, and the remaining 325 students formed the final sample. The participants were asked about the most important factor/concept that defines SLD in order to measure their perceptions about SLD. Thirteen main themes were created regarding the most important factor/concept that defined SLD; the most important main themes and percentages were as follows: It is a situation in which the individual has difficulties in cognitive (reading, writing and mathematics) skills (51%), a situation that needs support (16%), and a situation that causes differences in learning style (12%). At the end of the study, the researchers made suggestions to the relevant researchers and practitioners in order to increase their knowledge level about SLD. With this research, the researchers used the OPV technique for the first time in the field of SLD, and they brought a new breath to future research.

Specific Learning Disabilities - Implementation of an Intervention Program

2021 ◽  
pp. 161-180
Author(s):  
Georgios A. Kougioumtzis ◽  
Maria Sofologi ◽  
Argyro Fella ◽  
Isidora Kaliotsou ◽  
Christiana Koundourou ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Intervention Program ◽  
Learning Difficulties ◽  
Specific Learning Disabilities ◽  
General Context ◽  
Significant Evidence ◽  
School Settings ◽  
Teachers And Parents ◽  
Specific Learning

Over the past three decades, the interest of teachers and parents has focused on a variety of learning difficulties that students face in school settings. A significant number of students systematically fail in school, as they lack early detection of learning difficulties or effective intervention. This case study examines an elementary school student within a more general context, taking into account essential parameters such as family, school, and social environment. Furthermore, the authors thoroughly describe his difficulties in practical terms, as well as ways to address them through the implementation of an individual intervention program that responds to the needs of the student. Finally, reference is made to significant evidence that cooperation with parents as well as with a number of institutions strengthens and enhances intervention.

scholarly journals Rekontruksi Pengetahuan Inklusif dalam Mewujudkan Scientific Vision Program Studi PGMI UM Magelang

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 13
Author(s):  
Ahwy Oktradiksa
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Written Language ◽  
Islamic Education ◽  
Psychological Processes ◽  
Inclusion Education ◽  
Educational Concept ◽  
Specific Learning

<p><em>Inclusion education is an educational concept that does not distinguish the background of a child's life just because of physical and mental limitations. This education is intended for children with special needs to be able to hone their talents and motivations since few of them experience problems in receiving and processing the information around them. Generally, the problem is known as specific learning difficulties (learning disabilities) which is a disorder in one or more of the basic psychological processes covering the understanding and the use of spoken or written language. The department of elementary madrasah teacher education of Islamic education faculty of Muhammadiyah Magelang University (PGMI FAI UMMagelang) is trying to formulate Scientific Vision which is manifested as an explanation in the vision of department which means “Excellence in Inclusive Education.”</em></p>

scholarly journals A Different Learning Way For Pupils With Specific Learning Disabilities

2015 ◽  
Vol 14 (10) ◽  
pp. 6157-6162 ◽  
Author(s):  
FatimaEzzahra Benmarrakchi ◽  
Jamal El Kafi ◽  
Ali EL Hore
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Specific Learning Disabilities ◽  
Educational Opportunities ◽  
Ict In Education ◽  
Information And Communication ◽  
Common Learning ◽  
Specific Learning

Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientific areas. Our main focus was to explore the use of Information and Communication Technology (ICT) in education to improve learning for pupils with learning disabilities. In this paper we present a positive approach which considers dyslexia as a different learning style rather than a disability.

scholarly journals School Failure in a Girl with Specific Learning Difficulties, Suffering from Childhood Depression: Interdisciplinary Therapeutic Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 992
Author(s):  
Paraskevi Tatsiopoulou ◽  
Georgia-Nektaria Porfyri ◽  
Eleni Bonti ◽  
Ioannis Diakogiannis
Keyword(s):  
Learning Disabilities ◽  
Major Depressive Disorder ◽  
Family History ◽  
Depressive Disorder ◽  
Affective Disorders ◽  
Childhood Depression ◽  
Learning Difficulties ◽  
Major Depressive ◽  
History Of ◽  
Specific Learning

Introduction: Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years old girl with specific learning difficulties (SLD), a protracted clinical course, and a family history of affective disorders, was challenging for the interdisciplinary team of our clinic, dealing with learning disabilities. Aim: The research and examination of the first-onset major depressive disorder (MDD) in a child with specific learning disabilities and its impact on school performance. This case report examines the potential contributory factors, but also the recent evidence on the co-morbidity between literacy difficulties and mental illnesses in children. Method: Reporting a two years follow-up of a 9.5 years old child with SLD suffering from childhood depression. Results: A 9.5 years old child with no history of affective disorders, but with a family history of first-degree and second-degree relative suffering from childhood-onset, recurrent, bipolar or psychotic depression. The child was assessed by a child psychiatrist during a period of 2 years, with an average of follow-ups between 1 or 2 weeks. The discussion highlights diagnostic and treatment pitfalls, as well as developmental issues. Practical interventions are suggested. Conclusion: A psychiatrically charged familial environment, including a mother suffering from anxiety disorder and behavioral disorder, contribute significantly to the development of depression in early age. An early medical intervention would be the key for successful treatment. The combination of psychotherapy and antidepressants (mostly selective serotonin reuptake inhibitors (SSRIs)) is the suggested therapy for childhood MDD.

scholarly journals Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike

2017 ◽  
Vol 53 (1) ◽  
pp. 101-114
Author(s):  
Mirjana Lenček ◽  
Mateja Usorac ◽  
Jasmina Ivšac Pavliša
Keyword(s):  
Learning Disabilities ◽  
Reading Skills ◽  
Rank Correlation ◽  
Specific Learning Disabilities ◽  
Typically Developing ◽  
Motor Tasks ◽  
Spearman’S Rank Correlation ◽  
Learning Impairment ◽  
Specific Learning

The cerebellar deficit hypothesis, proposed by Nicolson and Fawcett (1996; 1999), suggests that dyslexia, one of the most frequent specific learning disabilities, involves general impairment in the ability to perform skills automatically, which several studies have linked to the cerebellum. Disorders in cerebellar development may lead to impairments in reading and writing that are key features of dyslexia and other specific learning disabilities, which would be consistent with the presumed role of the cerebellum in language-related skills. The cerebellum has traditionally been considered as a motor area, so performance on motor and balance tasks may be a way to assess problems in cerebellar function associated with specific learning impairment. The aim of the present study was to determine whether there are differences in performance on balance and motor tasks (Yap and van der Leij, 1994; Ramus and colleagues, 2003) between students with specific learning disabilities (N=32) and typically developing students (N=32), as well as to determine whether performance in both groups correlates with reading skills. Students were in the fourth grade of elementary school in Zagreb, Croatia. Typically developing students achieved a significantly higher total score on balance and motor tasks than students with specific learning disabilities (Mann Whitney U test), supporting the cerebellar deficit hypothesis. In addition, performance on balance and motor tasks correlated significantly with performance on reading tasks (Spearman’s rank correlation). Further research is needed to clarify these correlations and why they occur.

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