I Learn this Way!

2013 ◽  
pp. 327-335
Author(s):  
Sabrina Fusi ◽  
Zara Mehrnoosh
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Style ◽  
School Children ◽  
Good Method ◽  
First Grade ◽  
Specific Learning Disabilities ◽  
Primary Stage ◽  
Teaching Tools ◽  
Specific Learning

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

BEH Final Regulations for Learning Disabilities: Implications for the Secondary School

1978 ◽  
Vol 1 (4) ◽  
pp. 73-79 ◽  
Author(s):  
Libby Goodman ◽  
Marianne Price
Keyword(s):  
Learning Disabilities ◽  
School Districts ◽  
Secondary School ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Instructional Planning ◽  
School Settings ◽  
Aged Child ◽  
Specific Learning

The final regulations for learning disabilities under PL 94–142 were published in December, 1977. As school districts have attempted to comply with these regulations, questions have been raised regarding their impact on assessment and instructional planning for learning disabled populations. So far, most of the literature on the LD regulations has focused on the preschool- and elementary-aged child. Goodman and Price, however, have analyzed the regulations as they relate to the evaluation of specific learning disabilities and to instructional planning for LD adolescents. This article raises several concerns on behalf of the learning disabled adolescent about the application of the regulations within secondary school settings.

scholarly journals A Different Learning Way For Pupils With Specific Learning Disabilities

2015 ◽  
Vol 14 (10) ◽  
pp. 6157-6162 ◽  
Author(s):  
FatimaEzzahra Benmarrakchi ◽  
Jamal El Kafi ◽  
Ali EL Hore
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Specific Learning Disabilities ◽  
Educational Opportunities ◽  
Ict In Education ◽  
Information And Communication ◽  
Common Learning ◽  
Specific Learning

Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientific areas. Our main focus was to explore the use of Information and Communication Technology (ICT) in education to improve learning for pupils with learning disabilities. In this paper we present a positive approach which considers dyslexia as a different learning style rather than a disability.

An Open Area Learning Centre

1976 ◽  
Vol 1 (s1) ◽  
pp. 9-12
Author(s):  
George T. Amerson
Keyword(s):  
Learning Disabilities ◽  
School Children ◽  
Interdisciplinary Approach ◽  
Specific Learning Disabilities ◽  
Open Area ◽  
Regular School ◽  
Part Time ◽  
Specific Learning

AbstractThis paper describes the programme of an open area learning centre for children with specific learning disabilities. Ninety-five regular school children between the ages of seven and eleven attend the part time remedial centre. An overview of innovative developments within the programme, centre services, modular scheduling, learning stations and programme procedures are discussed. Also mentioned is the implementation of co-operative community efforts and interaction and an interdisciplinary approach designed to provide maximal impact on the education of the children enrolled in the learning centre.

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