scholarly journals Educational robotics in Primary Education. A case in Greece

2021 ◽  
Vol 10 (9) ◽  
pp. e17110916371
Author(s):  
Eirini Chaidi ◽  
Crysovalantis Kefalis ◽  
Yannis Papagerasimou ◽  
Athanasios Drigas
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Formal Education ◽  
Educational Robotics ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Hyperactivity Disorder ◽  
The World ◽  
Education School

In recent years, educational robotics is gaining ground in the educational policy of more and more places around the world in both formal and non-formal education programs. Also, the usefulness of educational robotics in special education for the treatment of deficits of students with Learning Disabilities, Attention Deficit Hyperactivity Disorder and Autism, especially at the level of student inclusion, is strongly supported. In the present work, the findings of a pilot educational research in a general education school are presented with the participation of students with special educational needs.

Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Jean Bragg Schumaker ◽  
Joseph Fisher
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Student Learning ◽  
Secondary Students ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Software Program ◽  
Software Programs ◽  
Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

scholarly journals Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges

2019 ◽  
Vol 42 (1) ◽  
pp. 123-140
Author(s):  
Ronit Mandelblit
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Education System ◽  
Students With Learning Disabilities ◽  
Higher Education System ◽  
The World ◽  
Uniform Policy ◽  
Successes And Challenges ◽  
Very High ◽  
Specific Learning

SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Observations of Students with Learning Disabilities in General Education Classrooms

1993 ◽  
Vol 60 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Ruth McIntosh ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Diane Haager ◽  
Okhee Lee
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Classroom Climate ◽  
General Education Teachers ◽  
Student Behaviors ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Teacher Observations ◽  
Climate Scale ◽  
K 12

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.

The Fairness of Report Card Grading Adaptations

1999 ◽  
Vol 20 (2) ◽  
pp. 84-105 ◽  
Author(s):  
William D. Bursuck ◽  
Dennis D. Munk ◽  
Mary M. Olson
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Student Perceptions ◽  
Students With Learning Disabilities ◽  
Achievement Level ◽  
School Students ◽  
Perceptions Of Fairness ◽  
Teacher Acceptability

As more and more students with learning disabilities are being included in general education classes, concerns have arisen in regard to the low grades that these students are likely to receive. Although there is some evidence to suggest that teacher adaptations of grades are helpful, the extent to which teachers implement grading adaptations may be influenced at least in part by the teachers' perceived acceptability of the adaptations. One factor that may influence perceived teacher acceptability is student perceptions. Teachers may be unlikely to use adaptations that are perceived as negative by their students. The purpose of this study was to (a) assess high school students' perceptions of the fairness of grading adaptations, (b) identify factors (e.g., achievement level) that may influence perceptions of fairness, and (c) identify practices deemed most fair and acceptable to students with and without learning disabilities. This purpose was met by surveying and interviewing high school students with and without learning disabilities. The results of the surveys and interviews as well as their implications for grading students with learning disabilities in general education classes are discussed.

Best Friendships of Students with and without Learning Disabilities across Late Elementary School

2009 ◽  
Vol 76 (1) ◽  
pp. 110-124 ◽  
Author(s):  
David B. Estell ◽  
Martin H. Jones ◽  
Ruth Pearl ◽  
Richard Van Acker
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
General Education ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Increased Risk ◽  
Emotional Adaptation ◽  
Close Friendships ◽  
General Education Classrooms ◽  
Typically Achieving

Close friendships are important for children's academic achievement and social-emotional adaptation. Extant literature indicates students with learning disabilities are at increased risk for isolation, although little research has been done to examine the development of reciprocated friendships across late elementary school. This 2-year study examined the friendships of 55 students with learning disabilities in general education classrooms and 1,254 typically achieving peers. Results indicate that students with learning disabilities were as likely to have a reciprocated best friend and had as many best friends as their typically achieving peers. However, they retained fewer friendships over time, and were more likely to have friends who also had learning disabilities.

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