An Experiment on Children with Special Needs (CSWN) To Check the Effect of Exclusive Approach on Reading, Writing and Arithmetic Skills

Mohammad Un Nisa;  Madan Mohan Chell;  S Rehan Ahmad

doi:10.25215/0403.146

An Experiment on Children with Special Needs (CSWN) To Check the Effect of Exclusive Approach on Reading, Writing and Arithmetic Skills

International Journal of Indian Psychology ◽

10.25215/0403.146 ◽

2017 ◽

Vol 4 (3) ◽

Author(s):

Mohammad Un Nisa ◽

Madan Mohan Chell ◽

S Rehan Ahmad

Keyword(s):

Special Educators ◽

School Administrators ◽

Peer Group ◽

Learning Disabled ◽

Academic Skills ◽

Academic Learning ◽

Learning Disorder ◽

Disabled Children ◽

Community Members ◽

Arithmetic Skill

Everyone has a difficulty in one area or the other. Most of time, it does not interfere with day to day functioning. However, when the area of difficulty is in the cognitive region, it impedes academic learning, which is largely pegged on the 3R’s (reading, writing and arithmetic) in the current educational system. Learning disabled are those children who have normal characteristics as their peer group but lack in their academic skills, and thus they are left aside as referring them as troublesome children. It is estimated that five to fifteen school-going children are affected by learning disorder. Diagnosis of learning disabled children can help parents and teachers to provide early intervention and support services. Studies have shown that learning disabled children are in alarming condition that needs help. Learning disability may continue life-long, if not cured early. Teachers, parents, school administrators, community members, resource persons and special educators with effective modules and strategies, taking into account strength and weakness of the children help in their identification and remediation programmes. The result proved that strategies used by the investigator can be helpful for teaching the learning disabled children of elementary stage to a certain extent so as to improve their reading, writing and arithmetic skill.

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Automatization and Basic Fact Performance of Normal and Learning Disabled Children

Learning Disability Quarterly ◽

10.2307/1510801 ◽

1983 ◽

Vol 6 (2) ◽

pp. 223-230 ◽

Cited By ~ 58

Author(s):

Katherine Garnett ◽

Jeannette E. Fleischner

Keyword(s):

Learning Disabled ◽

Academic Skills ◽

Older Age ◽

Basic Fact ◽

Disabled Children ◽

Rapid Automatic Naming ◽

The Relationship ◽

Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

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Voice of the Learning-Disabled Adolescents

Indian Journal of Health and Wellbeing ◽

10.15614/ijhw.v11i01.22 ◽

2020 ◽

Vol 11 (01) ◽

Author(s):

Jyoti Sehgal ◽

Anupama Srivastava

Keyword(s):

Exploratory Study ◽

Special Educators ◽

Peer Group ◽

Learning Disabled ◽

Child Guidance Clinic ◽

Full Bloom ◽

Third Language ◽

Interview Method ◽

Guidance Clinic ◽

Child Guidance

The present research aimed to understand the concerns of 20 Learning-Disabled adolescents in their academic and Non-academic areas. This was an exploratory study using interview method, that probed expression of the challenges they face in their school. The sample was selected in a child guidance clinic in Delhi. They were led by directional open-ended questions, leading them to talk about their concerns in academic and non-academic areas. Findings indicated their feelings of dejection and demotivation, inappropriate manner of teaching, choice of subjects, judgements based on marks and feeling unheard. They were restricted for games, library, zero-periods, third language and activity periods and were taught by special educators instead of subject specialised teachers. This added to conflicts, maladjustment, inappropriate labelling, loss of peer group and a feeling of inadequacy. They added that reduced and simplified content, compromised expectations, simpler subjects offered by the boards have made the academic journey easier, but it has also kept their potentials from full bloom.

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Assessing Social Perception Abilities in Learning Disabled Students

Learning Disability Quarterly ◽

10.2307/1510918 ◽

1982 ◽

Vol 5 (4) ◽

pp. 363-370 ◽

Cited By ~ 20

Author(s):

Larry Maheady ◽

George E. Maitland

Keyword(s):

Social Perception ◽

Special Educators ◽

Learning Disabled ◽

Experimental Investigations ◽

Disabled Children ◽

Disabled Students ◽

Clinical Observations ◽

The Social ◽

Social Encounters ◽

Social Perception Deficits

According to clinical observations and experimental investigations of learning disabled students, these individuals experience more difficulty than their nondisabled peers in accurately recognizing and interpreting social cues. It has been suggested that such social perception deficits may be responsible for many of the problems which learning disabled children experience in their everyday social encounters with peers and teachers. For this reason, many special educators have advocated the development of specific remedial activities to ameliorate these deficits. Prior to any widespread implementation of remedial efforts, the data base upon which the deficits were identified must be carefully evaluated. The purpose of this article is to: (a) review experimental attempts at assessing the social perception skills of learning disabled children, (b) discuss methodological concerns relative to these experiments, and (c) suggest possible directions for future social perception research.

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Research into the Doman-Delacato Method: Implications for Special Educators

Australasian Journal of Special Education ◽

10.1017/s103001120002621x ◽

1978 ◽

Vol 2 (1) ◽

pp. 17-19

Author(s):

Alan M. Hudson ◽

Gregory C. Murphy ◽

Graham G. Clunies-Ross

Keyword(s):

Spinal Cord ◽

Central Nervous System ◽

Cerebral Hemisphere ◽

Special Educators ◽

Homo Sapiens ◽

Learning Disabled ◽

Treatment Technique ◽

Disabled Children ◽

Neurological Development ◽

The Central Nervous System

In the last 20 years there has been considerable attention given to what has become known as the Doman-Delacato technique for the treatment of learning-disabled children (Delacato, 1959, 1963, 1966; and Doman, Spitz, Sucman, Delacato, and Doman, 1960). The treatment technique is based upon a theory of neurological organization that argues that each child's ontological neurological development is the same as phylogenic development of man as a species. It is argued that after conception the neurological development of man proceeds through successive resemblances to the fish, amphibian, animal, mammal, and finally becomes that of homo sapiens. This series of resemblances is considered to be a reflection of the development of the central nervous system from the spinal cord, through the old brain to the cerebral cortex and finally to the emergence of the dominance of one cerebral hemisphere.

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Being Known by the Company We Keep: The Contagion of First Impressions

Learning Disability Quarterly ◽

10.2307/1510295 ◽

1982 ◽

Vol 5 (3) ◽

pp. 288-294 ◽

Cited By ~ 10

Author(s):

James H. Bryan ◽

Tanis H. Bryan ◽

L.J. Sonnefeld

Keyword(s):

College Students ◽

Peer Group ◽

Group Interaction ◽

Fourth Grade ◽

Learning Disabled ◽

First Impressions ◽

Second Grade ◽

Disabled Children ◽

Disabled Students ◽

Second Child

The purposes of the present study were (a) to replicate previous findings concerning naive judges' negative immediate impressions of learning disabled children, and (b) to explore whether such impressions were correlated with the impressions formed by other naive judges concerning a second child viewed in a dyadic peer-group interaction. College students were shown videotapes of second-or fourth-grade boys playing either a host or a guest role on a simulated television talk show. One half of the hosts had been identified as learning disabled. Results indicated that while second-grade learning disabled boys were judged as at least as adaptable as and less hostile than non-learning disabled children, the opposite results were obtained with fourth-grade boys. Additionally, a second set of naive judges judged fourth-grade nondisabled children who interacted with learning disabled students to be more socially hostile than those children interacting with a non-disabled host. Reverse findings were obtained for the second-grade children. Mean ratings of the two children's social hostility by two independent groups of judges were significantly correlated.

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