Specific Learning Disorders in Higher Education: The University of Arizona case study

2021 ◽  
pp. 219-229
Author(s):  
Noemi Del Bianco ◽  
Laurel Grigg Mason
Keyword(s):  
Academic Career ◽  
Learning Disorders ◽  
Optimal Outcomes ◽  
University Of Arizona ◽  
Multiple Services ◽  
Changing Attitudes ◽  
The University ◽  
Unites States ◽  
Specific Learning

Over the past decade the growing number of students with Attention and Learning Disorders in universities has been documented all over the world. Difficulties experienced by students during their academic career have led to an increase in the support services offered by Universities to meet their needs. This development has taken place as a result of changing attitudes and instructional practices across many countries. In this paper, we highlight an example from the Unites States where one university provides multiple services to increase optimal outcomes for this specific population.

scholarly journals Inclusive University didactics and technological devices: a case study

2018 ◽  
Author(s):  
Catia Giaconi ◽  
Arianna Taddei ◽  
Noemi Del Bianco ◽  
Simone Capellini
Keyword(s):  
Students With Disabilities ◽  
New Technologies ◽  
Learning Disorders ◽  
Learning Processes ◽  
Inclusive Practices ◽  
Teaching Learning ◽  
The University ◽  
Specific Learning ◽  
Pedagogical Framework

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.   

scholarly journals The Correlation between Silence Phenomenon and EFL Student Online Class

2021 ◽  
Vol 2 (2) ◽  
pp. 62-74
Author(s):  
Alimin Adi Waloyo ◽  
Zahrah Qurota’ Ayu Nurrohmah
Keyword(s):  
English Language ◽  
Case Study Research ◽  
Online Classes ◽  
Online Class ◽  
Optimal Outcomes ◽  
Teachers And Students ◽  
Efl Students ◽  
New Type ◽  
The University

In order to eliminate the spread of the Corona Virus, the students have been being required to study from homes either synchronously or asynchronously. It is commonly known asan online class. It has been being done to cut the spread of theCOVID-19 virus. This new teaching approach needs EFL students to adjust their way of learning. Also, the online class creates some challenges, such as limited interaction, low motivation, internet connection issues, etc) for EFL learners in their learning process because teachers and students have less interaction. This situation is called a silence phenomenon. Due to this was a new type of issue in EFL teaching and less investigated research, the researchers conducted the study to investigate the factors and solutions of the silencing phenomenon faced by EFL students during an online class. This study employed a case study research method.The subjects of this studywere tenstudents of English Language EducationDepartment students, 2017 academicyear at the University of Muhammadiyah Malang (UMM). The researcher collected thedata through the interview technique.The interview was applied, so the researchers obtained rich and in-depth data. The finding of this studyshowed that students’active participation during online classes was very low.That low participation was caused by several aspects: individual, teacher,cultural, technological, and domestic. The students could implement various ways to minimize the students’ reticence in the online class. This research hopefully provides different views to make teachers' online classes fun and interesting, so English learning can obtain optimal outcomes.    

SCHOOL UNDERACHIEVEMENT IN THE ADOLESCENT

PEDIATRICS ◽  
1967 ◽  
Vol 40 (3) ◽  
pp. 373-381
Author(s):  
S. L. Hammar
Keyword(s):  
Behavioral Problems ◽  
Therapeutic Intervention ◽  
School Achievement ◽  
Mentally Retarded ◽  
Learning Disorders ◽  
Diagnostic Evaluation ◽  
Academic Planning ◽  
Adolescent Clinic ◽  
The University ◽  
Specific Learning

Seventy-three adolescents, referred to the University of Washington Adolescent Clinic for school underachievement were evaluated for this study. Four times more adolescent boys than girls were referred for this problem. Twenty were found to be psychogenic underachievers, 40 had evidence of specific learning disorders, and 13 were mentally retarded. The problems of school achievement were not recent in onset but had, in most cases, been recognized in the early grades. The onset of puberty and rapidly approaching maturation, however, awakened the concerns of the parents and the teachers regarding the need for more diagnostic evaluation, vocational and academic planning, and guidance on managing the associated behavioral problems. The physician's role in management of school underachievement and the need for earlier recognition and therapeutic intervention is discussed.

Overcoming Organizational Barriers to Web Accessibility in Higher Education

2011 ◽  
pp. 190-207 ◽  
Author(s):  
Amy Metcalfe
Keyword(s):  
Students With Disabilities ◽  
Web Accessibility ◽  
Assistive Technologies ◽  
Organizational Barriers ◽  
University Of Arizona ◽  
The Many ◽  
The University ◽  
Computer Labs ◽  
Growing Population

The number of students with disabilities who attend college is rising, which may be one of the many positive outcomes of the Americans with Disabilities Act of 1990. While issues of adequate access to assistive technologies in computer labs, classrooms and libraries continue to be of importance for students with disabilities, it is apparent that consideration of the accessibility of academic cyberspace is also important for this growing population of students. This chapter is a case study of a successful Web accessibility initiative at the University of Arizona. Recommendations for both policy and implementation are included, with a discussion of how organizational culture and structure affects such efforts.

Overcoming Organizational Barriers to Web Accessibility in Higher Education

2011 ◽  
pp. 1909-1922
Author(s):  
Amy Scott Metcalfe
Keyword(s):  
Students With Disabilities ◽  
Web Accessibility ◽  
Assistive Technologies ◽  
Organizational Barriers ◽  
University Of Arizona ◽  
The Many ◽  
The University ◽  
Computer Labs ◽  
Growing Population

The number of students with disabilities who attend college is rising, which may be one of the many positive outcomes of the Americans with Disabilities Act of 1990. While issues of adequate access to assistive technologies in computer labs, classrooms and libraries continue to be of importance for students with disabilities, it is apparent that consideration of the accessibility of academic cyberspace is also important for this growing population of students. This chapter is a case study of a successful Web accessibility initiative at the University of Arizona. Recommendations for both policy and implementation are included, with a discussion of how organizational culture and structure affects such efforts.

scholarly journals A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies

2011 ◽  
Vol 2 (1) ◽  
pp. 41-62 ◽  
Author(s):  
Belinda Mendelowitz ◽  
Harriet Davis
Keyword(s):  
Linguistic Diversity ◽  
Narrative Approach ◽  
Narrative Pedagogy ◽  
Primary School Teachers ◽  
Classroom Space ◽  
Changing Attitudes ◽  
The University ◽  
The Impact ◽  
Valuable Role

This paper explores the impact of a narrative multilingualism approach on in-service primary school teachers who attended the Advanced Certi"cate of Education (ACE) Languages course at the University of the Witwatersrand in 2009. The teachers wrote their own language narratives and were required to implement language narrative work in their classrooms. The paper is a case study of three teachers’ implementation of multilingual narrative pedagogy, and explores the ways in which each teacher translates this pedagogy into their specific contexts. Theoretically, the paper attempts to deepen and extend narrative multilingualism as an approach to language teaching. The notions of uptake and pedagogical translation are explored at various levels, namely, the teachers’ uptake of a multilingual narrative approach and the learners’ uptake. The most striking aspect of the data, across all teachers, is the process and dynamics unleashed in the classroom space. The process of sharing language narratives reconfigured dynamics in the classroom and opened up the classroom space for teachers and learners. The interventions that the pedagogy of narrative multilingualism afforded enabled the validation of linguistic diversity. In a society where xenophobia and linguicism is prevalent, such interventions can play a valuable role in changing attitudes and teaching learners to value difference. Furthermore, previously silenced learners found their voices and participated more in class activities.

Racial Politics and Racial Self-Identification: A Case Study of Arizona, 2010-2011

2017 ◽  
Vol 39 (2) ◽  
pp. 131-149
Author(s):  
Nolan L. Cabrera ◽  
Matthew R. Holliday
Keyword(s):  
Higher Education ◽  
Racial Politics ◽  
Student Survey ◽  
Education Practice ◽  
University Of Arizona ◽  
Changing Patterns ◽  
The University ◽  
The Relationship ◽  
Racial Ethnic

This study examines the relationship between Arizona’s anti-Latina/o policies and changing patterns of racial self-identification for students at the University of Arizona. Using institutional data and the university’s Entering Student Survey, we explored trends in racial/ethnic self-identification between two cohorts of students: one before and one after the summer of 2010 (passage of SB1070, HB2281, and Proposition 107). Descriptive analyses revealed that both White and Latina/o students declined to state a racial/ethnic background at substantially higher rates after the passages of the bills. After the passage of the legislation, Latina/os used “Mexican” identifiers at substantially lower rates and “White” identifiers at substantially higher rates. Implications are discussed for racial/ethnic self-identification and higher education practice.

scholarly journals Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe

2019 ◽  
Vol 6 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Ngonidzashe Mutanana
Keyword(s):  
Distance Learning ◽  
Rural Communities ◽  
Undergraduate Students ◽  
Academic Career ◽  
Technological Development ◽  
Case Study Research ◽  
Research Approach ◽  
Open And Distance Learning ◽  
The University

This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.  

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