scholarly journals Development of a Prototype for Early Identification Children with Specific Learning Disabilities

2019 ◽  
Vol 8 (2S2) ◽  
pp. 302-309
Keyword(s):  
Learning Disabilities ◽  
Early Identification ◽  
Specific Learning Disabilities ◽  
Positive Feedbacks ◽  
Related Information ◽  
Use Of Technology ◽  
Development Life Cycle ◽  
Effort Expectancy ◽  
Computer Based ◽  
Specific Learning

Early identification of children who may at risk of having difficulties in learning is crucial in order to assist them in overcoming barriers to learn. The adoption of computer related information technology has been greatly explored to support specific learning disabilities children. However, current computer-based support systems are lacking to guide parents and teachers with information about the children with the specific learning disabilities. The early awareness of learning disabilities problems will help the parents and teachers to take suitable action for their children’s academic and social development. Thus in this paper, a computer-based prototype for early identification children with specific learning disabilities using ontology (e-SLD) is developed and evaluated in terms of its usability based on Unified Theory of Acceptance and Use of Technology (UTAUT) factors. The research methodology consists of two main phases including software development life cycle and usability testing. The findings shows positive feedbacks of the prototype in terms of its usability, in which the average of 70% of the respondents agreed with the system’s performance expectancy, 72% of the respondents agreed with the system in terms of its effort expectancy, 68% of the respondents agreed with the system in terms of its social influence and around 72% of the respondents agreed that e-SLD is a tool to screening and recommending suitable activity of specific learning disabilities children.

scholarly journals The development of an ontology model for early identification of children with specific learning disabilities

2019 ◽  
Vol 9 (6) ◽  
pp. 5486
Author(s):  
Rosmayati Mohemad ◽  
Nur Fadila Akma Mamat ◽  
Noor Maizura Mohamad Noor ◽  
Arifah Che Alhadi
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Early Identification ◽  
Development Process ◽  
Specific Learning Disabilities ◽  
Ontological Engineering ◽  
Ontology Model ◽  
Education Environment ◽  
Five Phases ◽  
Specific Learning

<span lang="EN-US">Ontology-based knowledge representation is explored in special education environment as not much attention has been given to the area of specific learning disabilities such as dyslexia, dysgraphia and dyscalculia. Therefore, this paper aims to capture the knowledge in special education domain, represent the knowledge using ontology-based approach and make it efficient for early identification of children who might have specific learning disabilities. In this paper, the step-by-step development process of the ontology is presented by following the five phases of ontological engineering approach, which consists of specification, conceptualization, formalization, implementation, and maintenance. The details of the ontological model’s content and structure is built and the applicability of the ontology for early identification and recommendation is demonstrated.</span>

Identifying children with developmental and behavioural problems

2006 ◽  
pp. 238-268
Author(s):  
David M. B. Hall ◽  
David Elliman
Keyword(s):  
Learning Disabilities ◽  
Emotional Disorders ◽  
Social Services ◽  
Early Identification ◽  
Specific Learning Disabilities ◽  
Motor Disorders ◽  
High Prevalence ◽  
Definition Of ◽  
Low Prevalence ◽  
Specific Learning

Chapter 13 deals with the definition of disablement and the epidemiology of disabling conditions, the importance of identifying, detecting, and caring for children with disabling conditions, the distinction (for convenience only) between two categories of disabling condition—low-prevalence high-severity disorders, and high-prevalence low-severity problems, the ways in which disabling conditions are identified, screening for autism, the place of developmental screening, the early identification of speech and language impairments and how they may be managed, motor disorders and specific learning disabilities, psychological, behavioural, and emotional disorders and service provision for them, and the vital importance of collaboration between health, social services, and education in the planning of early identification activities.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Sign in / Sign up

Export Citation Format

Share Document