Dyslexia in the Context of Social Work: Screening and Early Intervention

2021 ◽  
Author(s):  
Lisa Schelbe ◽  
Jessica Pryce ◽  
Yaacov Petscher ◽  
Hank Fien ◽  
Christopher Stanley ◽  
...  
Keyword(s):  
Social Workers ◽  
Early Identification ◽  
People Of Color ◽  
Improve Quality ◽  
Children At Risk ◽  
Early Screening ◽  
Common Learning ◽  
Poor Outcomes ◽  
The Life Course

Dyslexia, the most common learning disability, is associated with poor academic, economic, vocational, and health outcomes. Disproportionately, dyslexia is undiagnosed and untreated in children who are Black, Indigenous, and people of color (BIPOC) or who live in poverty. Early identification of and subsequent interventions for children at risk for dyslexia can effectively mitigate poor outcomes. While screening and interventions largely occur in schools, social workers across practice contexts have responsibilities to address dyslexia: identifying, referring, educating, and advocating. Social workers should address dyslexia to promote equity and improve quality of life and various outcomes across the life course. This paper describes dyslexia, early screening, and interventions; dyslexia as a social justice issue; and social workers’ roles in addressing dyslexia.

scholarly journals Private Preschool Teachers’ Competencies in Early Identification of Children at Risk of Learning Disabilities

2019 ◽  
Vol 1 (3) ◽  
pp. 18-25
Author(s):  
Norzah Md Yunus ◽  
Suziyani Mohamed
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Preschool Teachers ◽  
Influential Factor ◽  
Children At Risk ◽  
Early Screening ◽  
Significant Difference ◽  
Common Learning ◽  
The Relationship ◽  
Private Preschool

Not only education is important in developing one’s intellectual and personal quality, but also an influential factor in seeking employment. Therefore, education is even more important for disabled individuals, as it enables them to read and write, communicate, make decisions and most importantly be employed.  However, Dr. Mullai Ramaiah stated that the current Malaysian education system does not only lack in early screening, but also teachers who are equipped to teach and handle children with special needs (Arukesamy, 2017). Therefore, this current study intends to investigate the competency of preschool teachers in identifying children who are at risk of any learning disabilities (LD). This was done by administering a questionnaire survey to examine teachers’ knowledge of some common learning disabilities that usually affects preschool children. In this research, the relationship between teachers’ competency and teacher’s education level has been investigated. Findings from the data analysis indicated that the level of teacher’s competency in identifying children at risk is relatively low. It was revealed, a majority of general preschool teachers do not have any knowledge or acquired minimal knowledge in identifying children who are at risk of an LD.  Findings also show that there was a significant difference in competencies between teachers of different levels of education. Finally, it was found teachers’ experience does not contribute to their knowledge in identifying children at risk of LD.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

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