scholarly journals SUPPORT SYSTEM INFLUENCES TOWARDS THE VIABILITY OF TRANSITIONAL PROGRAMME IN AGRO ENTREPRENEURSHIP AMONG SPECIAL NEEDS STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
pp. 83-98
Author(s):  
Rosmiza Mohd Zainol ◽  
Mimi Halida Ghazali ◽  
Christina Andin ◽  
Lam Kuok Choy
Keyword(s):  
Special Needs ◽  
Support System ◽  
Learning Difficulties ◽  
Strong Support ◽  
Community Support ◽  
Working Environment ◽  
Mushroom Cultivation ◽  
Special Needs Students ◽  
Entrepreneurial Skills ◽  
State Education

The stigma of society that underestimates and restricts the opportunity of Disabled Person to be integrated into occupational organizations has caused them to be in the midst of poverty. Therefore, this group need to be exposed as early as formal education to develop vocational skills, especially entrepreneurship, in order to be able to remain independent in the future. The idea of mushroom cultivation programme by the Northern Corridor Implementation Authority (NCIA) and District Farmer’s Organisation (PPK) Seri Pulau, Pulau Pinang, to Special Needs Students (MBK) in the Program Pendidikan Khas Integrasi (PPKI) in government secondary schools was set up as a basic transitional programme in agro-entrepreneurship. Therefore, this study was conducted to evaluate the capacity of the support system, consisting of administrators' support, teacher community support, parental involvement support and external agency support in developing agro-entrepreneurial skills among Special Needs Students (MBK) with Learning Difficulties as well as on the viability of the programme. The rationale for this study is that there are some schools that have ceased to carry out this programme although this good programme should have a continuation of developing agropreneur among pupils with Learning Difficulties. The design of qualitative studies (interviews) involved 14 Special Education teachers in 14 schools involved with the mushroom cultivation programme in Pulau Pinang. The findings showed that the support factors of administrators, teachers and external agencies greatly influence the viability of the mushroom cultivation programme to these Learning Difficulties students. While the support of parents and teachers is the most influential in developing entrepreneurial skills amongst these students. Even there is a lack of infrastructure, funding and technology assistance in mushroom cultivation in schools, the solid support and collaborative linkages between these parties was able to ensure the viability of the programme in providing agro-basic exposure on agro-entrepreneurship. In this regard, the support of administrators and senior officials such as the State Education Department (JPN) and the Ministry of Education (KPM) through capital injection and development training to teachers should be emphasized. Additionally, the factor of parents' relationship integrity with the support of the mushroom cultivation programme needs to be intact, so that the goal of forming agropreneur among students with Learning Difficulties will be achieved. Students in this category require collaboration ties and strong support from all parties in the course of forming their self-confidence to face the competitive working environment in future.

scholarly journals Forms of generalization in students experiencing mathematical learning difficulties

2015 ◽  
Vol 9 (3) ◽  
pp. 217-243
Author(s):  
George Santi ◽  
Anna Baccaglini-Frank
Keyword(s):  
Special Needs ◽  
Educational Software ◽  
Learning Experiences ◽  
Learning Difficulties ◽  
New Paradigm ◽  
Special Needs Students ◽  
Mathematical Learning ◽  
Mathematical Learning Difficulties

We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students’ learning of mathematics. We use the theory of objectification and the new paradigm to look at (and characterize) students’ learning experiences in mathematics as generalizing reflexive mediated activity. In particular, from this perspective, we present examples of shifts to higher levels of generalization of a student with mathematical learning difficulties working with Mak-Trace, a Logo-like educational software for the iPad.Formas de generalización en estudiantes con dificultades de aprendizaje en matemáticasEn este artículo introducimos un nuevo paradigma para enmarcar el aprendizaje de las matemáticas de alumnos con necesidades especiales. Consideramos una visión de los estudiantes con necesidades especiales diferente a la comúnmente aceptada que los considera como estudiantes que requieren intervención para reestablecer el comportamiento actualmente esperado. Utilizamos la teoría de la objetivización y ese nuevo paradigma para observar (y caracterizar) las experiencias de aprendizaje de las matemáticas entendido como actividad reflexiva y mediada de generalización. En particular, desde esta perspectiva proponemos ejemplos de acceso a niveles superiores de generalización de un estudiante con dificultades de aprendizaje de las matemáticas que utiliza Mak-Trace, un software didáctico para iPad parecido a Logo.Handle: http://hdl.handle.net/10481/34993WOS-ESCINº de citas en WOS (2017): 1 (Citas de 2º orden, 1)

Implementing of Kinematic Synergy Strategies to Develop basic Language Skills for A Sample of Special Needs Students

2020 ◽  
Vol 24 (04) ◽  
pp. 3533-3543
Author(s):  
Dr. Ayman Ramadan Soliman Zhran ◽  
Dr. Turki Fahed Almasaeid ◽  
Dr. Mostafa Mohamed Abo Elnour
Keyword(s):  
Special Needs ◽  
Language Skills ◽  
Special Needs Students ◽  
Basic Language

To Seek Refuge: The Plight of the Child

2003 ◽  
Vol 4 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Joanne Tortorici Luna
Keyword(s):  
Special Needs ◽  
Support System ◽  
The Family ◽  
Comprehensive Programs ◽  
Primary Support

The predicament faced by refugees is ancient. To be hunted, homeless, and unwelcome is an experience that has been shared by groups of persecuted people across the ages. This article describes issues pertinent to children who are refugees, with recommendations for addressing their special needs. Suggestions for assistance include helping refugee communities become active in identifying and solving their own problems; supporting comprehensive programs rather than focusing on resolving individual symptoms; and providing services oriented toward strengthening, rather than replacing the family as a primary support system for children.

Accommodations for Special Needs Students

2002 ◽  
Vol 15 (3) ◽  
pp. 20-22 ◽  
Author(s):  
Victoria S. Hagedorn
Keyword(s):  
Special Needs ◽  
Special Needs Students

scholarly journals Decision Support System for an Art University

2021 ◽  
Vol 1 (2) ◽  
pp. 8-12
Author(s):  
Svetlana E. Vecherskaya
Keyword(s):  
Decision Support ◽  
Decision Support System ◽  
Special Needs ◽  
Support System ◽  
Learning Process ◽  
Performance Indicators ◽  
Educational Process ◽  
Learning Plan ◽  
Specific Performance ◽  
Talented Students

A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

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