scholarly journals Teachers’ intuition and knowledge in detecting specific learning disabilities

2012 ◽  
Vol 44 (2) ◽  
pp. 316-331
Author(s):  
Svetlana Obradovic ◽  
Nadezda Krstic
Keyword(s):  
Learning Disabilities ◽  
School Achievement ◽  
Specific Learning Disabilities ◽  
Ministry Of Education ◽  
Significant Discrepancy ◽  
Primary School Teachers ◽  
Criterion Referenced ◽  
The Republic ◽  
And Mathematics ◽  
Specific Learning

The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

1979 ◽  
Vol 2 (4) ◽  
pp. 25-31 ◽  
Author(s):  
Bob Algozzine ◽  
Charles Forgnone ◽  
Cecil Mercer ◽  
John Trifiletti
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Significant Discrepancy ◽  
Severe Discrepancy ◽  
Specific Learning

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.

scholarly journals STEAM education- metacognition – Specific Learning Disabilities

2021 ◽  
Vol 14 (10) ◽  
Author(s):  
Niki Lytra ◽  
Athanasios Drigas
Keyword(s):  
Learning Disabilities ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Cognitive Disorders ◽  
Specific Learning Disabilities ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Self Monitoring ◽  
And Mathematics ◽  
Specific Learning

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

scholarly journals Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 9
Author(s):  
Nsreen A. Alahmadi ◽  
Mogeda El Sayed El Keshky
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Primary School ◽  
Specific Learning Disabilities ◽  
Structured Learning ◽  
School Teachers ◽  
Kingdom Of Saudi Arabia ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Specific Learning

PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia. MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data. RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities. CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

Universal Design for Learning and Assistive Technology

2014 ◽  
pp. 11-26 ◽  
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Universal Design for Learning and Assistive Technology

2015 ◽  
pp. 567-582
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Students with Specific Learning Disabilities: A Review of Categorical Assignments

1986 ◽  
Vol 58 (3) ◽  
pp. 875-878
Author(s):  
James E. Whorton ◽  
Emma D. Pierson ◽  
William V. Plue
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
Special Education Students ◽  
Federal Regulations ◽  
Education Students ◽  
Psychometric Data ◽  
Significant Change ◽  
And Mathematics ◽  
Specific Learning

Psychometric data for 290 special education students with specific learning disabilities were reviewed at reevaluation as required by both state and federal regulations. A significant change in scores for 18% of the subjects led to their reclassification as nonhandicapped. Gains in reading and mathematics for those 52 whose classifications changed were significantly higher than gains of those 238 whose classifications were the same.

Sign in / Sign up

Export Citation Format

Share Document