Effectiveness of Differentiated Learning Strategies to Reduce Some of the Difficulties Associated with Developmental Motor Synergy (Dyspraxia) for Learning Disabilities Students

2020 ◽  
Vol 24 (5) ◽  
pp. 1702-1720
Author(s):  
Dr. Ayman Ramadan Zahran
Keyword(s):  
Learning Disabilities ◽  
Learning Strategies ◽  
Motor Synergy ◽  
Differentiated Learning

scholarly journals Teachers’ awareness of differentiated learning dimensions for students with special educational needs in Kuwait: مدى وعي معلمي برامج التربية الخاصة في دولة الكويت بمبدأ وأبعاد تفريد التعليم للطلبة من ذوي الاحتياجات الخاصة

2020 ◽  
Vol 4 (17) ◽  
Author(s):  
Bader Jassim Alqallaf, Hamed Jassim Alsahou, Hashemiah Moham
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Learning Environment ◽  
Learning Strategies ◽  
School Level ◽  
Special Educational Needs ◽  
Education Programs ◽  
Special Education Programs ◽  
The State Of Kuwait ◽  
Differentiated Learning

The current study aims to identify the awareness of teachers of special education programs in the state of Kuwait of differentiated learning or what is known as “pedagogical difference” based on four components. The four components are the foundation of individual differences, planning and preparation, instructional strategies, and learning environment. A questionnaire was developed and distributed in 18 schools that provide special education programs (9 male schools and 9 female schools) in which 158 respondents completed the questionnaire. The study concluded the following results: The teachers have a high level of awareness of differentiated learning and its components. The dimension of learning environment was the highest mean (M =4.39), followed by the dimension of learning strategies (M= 4.37) then the dimension of individual differences (M= 4.22) and the dimension of planning and preparation (M =4.03). Also, statistical differences were emerged according to some demographic variables such as years of experience, academic qualifications, taught course, type of disability. No statistical differences were found based on gender and school level. These findings are discussed according to the previous empirical works and literature review followed by some implications and suggestions.

scholarly journals Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

2011 ◽  
Vol 44 (2) ◽  
Author(s):  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
Instructional Design ◽  
Learning Strategies ◽  
Teaching Skills ◽  
General Description ◽  
Students With Learning Disabilities ◽  
Teaching Methodologies ◽  
Explicit Teaching ◽  
Students With Ld ◽  
Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

scholarly journals Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

2011 ◽  
Vol 44 (2) ◽  
Author(s):  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
Instructional Design ◽  
Learning Strategies ◽  
Teaching Skills ◽  
General Description ◽  
Students With Learning Disabilities ◽  
Teaching Methodologies ◽  
Explicit Teaching ◽  
Students With Ld ◽  
Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

scholarly journals The Effect of Active Learning-Based Instructional Program on Improving Motivation and Achievement towards Science among Middle Stage Students with Learning Disabilities in Riyadh

2016 ◽  
Vol 4 (2) ◽  
pp. 63 ◽  
Author(s):  
Hanadi Qadan
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Learning Strategies ◽  
Instructional Program ◽  
Female Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Middle Stage ◽  
Experimental Group ◽  
Motivation And Achievement

<p>The current study is an attempt to prepare active learning-based instructional program and measure its effectiveness in motivation and achievement towards Science among middle stage students with learning disabilities. The sample consisted of (34) female students, intentionally chosen and distributed into two equal groups, the control group (n = 17) and the experimental group (n = 17). The author utilized achievement test, motivation scale and the instructional program. The results showed statistically significant differences between the means of scores of the control group and the scores of the experimental group in favor of the experimental group; indicating the effectiveness of active learning-based instructional Science Program in improving achievement and motivation among female students with learning disabilities. The study recommended the need to urge authorities and decision-makers to provide all the instructional supplies that facilitate the application of active learning strategies to students with learning disabilities in the middle stage of public education schools.</p>

scholarly journals Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents

1986 ◽  
Vol 52 (6) ◽  
pp. 583-590 ◽  
Author(s):  
Donald D. Deshler ◽  
Jean B. Schumaker
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Strategies ◽  
University Of Kansas ◽  
The University ◽  
Specific Learning

As mildly handicapped students move from elementary to secondary school, they are expected to deal with increased curricular demands. The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies as an instructional alternative for these students. Learning strategies teach students “how to learn” so that they can more effectively cope with increased curriculum expectations.

Aiming at the Affective Process of Learning

2012 ◽  
Vol 3 (2) ◽  
pp. 55-64 ◽  
Author(s):  
Margarida Lucas ◽  
Jaime Ribeiro ◽  
António Moreira
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Learning Strategies ◽  
Struggling Students ◽  
Learning Needs ◽  
Multiple Forms ◽  
Students With Learning Disabilities ◽  
Special Education Needs ◽  
Education Needs ◽  
Affective Process

Special Education Needs refers to more than just students with learning disabilities that impair their access to and participation in education. Many others struggle each day just to stay in school, focus on lessons or make sense about what is taught. Several students face underachievement and dropout because they feel that school is outdated, uninteresting and does not fulfill their learning needs. In this paper, the authors offer a proposal, often talked about but rarely put into action to bring back struggling students to school: to use multiple forms of presenting information and expression in order to attract students that need more dynamic and broader learning strategies.

Specific Learning Disabilities and Psychosocial Difficulties in Children

2022 ◽  
pp. 31-54
Author(s):  
Maria Sofologi ◽  
Georgios A. Kougioumtzis ◽  
Maria Efstratopoulou ◽  
Efthalia Skoura ◽  
Savvoula Sagia ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Learning Strategies ◽  
Phonological Processing ◽  
Epidemiological Data ◽  
Specific Learning Disabilities ◽  
Learning Disorders ◽  
Academic Difficulties ◽  
Psychosocial Difficulties ◽  
Cognitive Deficiencies ◽  
Specific Learning

Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.

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