scholarly journals ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens

2022 ◽  
Vol 27 ◽  
pp. 230-252
Author(s):  
Eleni Mitsea ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
High Speed ◽  
High Capacity ◽  
Special Focus ◽  
Spatial Intelligence ◽  
Training Techniques ◽  
Fast Learning

Education in the 21st century is called upon to prepare students with disabilities to enter a high-consciousness society where people can learn, think and react fast. The current review paper aims at investigating the role of fast learning in special education. We trace the essential indicators of speed learning with a special focus on those factors that are most relevant to learning disabilities. Afterward, we present evidence-based training techniques and strategies that speed up learning. In addition, we examine the role of ICTs as essential training tools in speed learning. Finally, we discuss the role of metacognition in training fast and conscious learners. The results of this review showed that speed learning training techniques improve all those factors that accelerate learning such as spatial attention, visual span, processing speed, speed reaction, executive functions, metacognition and consciousness. Most important, fast learning strategies meliorate control processes and spatial intelligence which is extremely fast and powerful. This study also points to the option of including high-speed training techniques in schools to help children with or without disabilities to become conscious and high-capacity learners.

New Agendas for Special Education Policy: What the National Reports Haven't Said

1987 ◽  
Vol 53 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Marleen Pugach ◽  
Mara Sapon-Shevin
Keyword(s):  
Special Education ◽  
Education Policy ◽  
Educational Reform ◽  
Special Focus ◽  
Special Education Policy ◽  
The Past ◽  
The Subject ◽  
The Impact ◽  
The Relationship

The calls for educational reform that have dominated the professional and lay literature for the past few years have been decidedly silent in discussing the role of special education either as a contributor or a solution to the problems being raised. As an introduction to this “Special Focus” on the relationship between general educational reform and special education, this article summarizes some of the more prominent reports with regard to their treatment (and nontreatment) of special education. The impact of proposed reforms for the conceptualization and operation of special education is the subject of the five articles that follow.

Teacher Race and Racial Disparities in Special Education

2019 ◽  
Vol 40 (4) ◽  
pp. 213-224 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Students Of Color ◽  
Autism Spectrum ◽  
Teachers Of Color ◽  
Special Education Services ◽  
Teacher Race

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

scholarly journals The Role of Sustainable Development in Supporting the Education of Students with Disabilities from Teachers’ and Special Education Department Pre-Service Teachers’ Viewpoints

2021 ◽  
Vol 45 (3) ◽  
pp. 192-227
Keyword(s):  
Special Education ◽  
Sustainable Development ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Academic Degree ◽  
Significant Difference ◽  
Education Of Students ◽  
Pre Service Teacher

The study aimed to identify the role of sustainable development in supporting the education of students with disabilities from the viewpoint of special education teachers and pre-service teachers. The sample consisted of 42 teachers and 35 pre-service teachers. The researchers used a survey about the role of sustainable development in supporting learning of students with learning disabilities, which consisted of 40 items divided into four domains. The results showed that sustainable development plays a big role in supporting education of students with disabilities from the point of view of both their teachers and pre-service teachers. There were no statistically significant differences in the special education teachers’ responses regarding teaching experience, age, and academic degree. There was a statistically significant difference due to the academic specialization for pre-service teacher teachers in favor of intellectual disabilities. Also, there was a statistically significant difference in the responses of teachers for the benefit of the pre-service teacher. Keywords: Sustainable development, students with disabilities, special education teachers, pre-service teachers

scholarly journals ADAPTASI PEMBELAJARAN BAHASA INDONESIA PADA MASA PANDEMI DI SEKOLAH INKLUSI

INKLUSI ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Muhaimi Mughni Prayogo ◽  
Nur Indah Sholikhati
Keyword(s):  
Qualitative Research ◽  
Special Education ◽  
Language Learning ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Classroom Teachers ◽  
Literature Study ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Bahasa Indonesia

Mastering Indonesian language for all students is important despite the Covid-19 pandemic. Based on students' conditions and government provisions related to the pandemic, the teachers need a form of adaptation in the Indonesian language learning for students with disabilities in inclusive schools. This qualitative research finds adaptations of Indonesian language learning for students with special needs in twelve inclusive schools in five Yogyakarta's districts during the Covid-19 pandemic. Using a purposive sampling, 15 classroom teachers and special education staff were selected as key informants. Data was collected by interview, documentation, and literature study. Learning adaptation based on the conditions of the students' abilities emphasizes the modification and accommodation of learning strategies that include material, methods, media, and evaluation.[Pandemi Covid-19 tidak mengubah pentingnya kompetensi Bahasa Indonesia sebagai kemampuan akademik dasar bagi semua siswa. Berdasarkan keragaman kondisi siswa difabel dan ketentuan pemerintah terkait pandemi, guru perlu melakukan adaptasi pembelajaran Bahasa Indonesia di sekolah inklusif. Penelitian kualitatif ini menemukan berbagai bentuk adaptasi pembelajaran Bahasa Indonesia bagi siswa difabel khusus di sekolah inklusif di Daerah Istimewa Yogyakarta (DIY) pada masa pandemi Covid-19. Penelitian menunjukkan bahwa adaptasi pembelajaran mencakup materi, metode, media, dan evaluasi. Adaptasi pembelajaran dalam situasi pandemi Covid-19 ialah pelaksanaan pembelajaran dari rumah dengan penerapan strategi pembelajaran kontekstual yang menggunakan teknologi sebagai media interaksi dan konten materi.]

The pathway to special education: The role of early risk factors in disability identification

2014 ◽  
Author(s):  
Whitney A. Leboeuf ◽  
Benjamin Brumley ◽  
John W. Fantuzzo ◽  
Cody A. Hostutler
Keyword(s):  
Risk Factors ◽  
Special Education ◽  
Early Risk ◽  
Early Risk Factors ◽  
Disability Identification

A Statistical Study of Process Variables to Optimize a High Speed Curtain Coater: Part I

TAPPI Journal ◽  
2009 ◽  
Vol 8 (1) ◽  
pp. 20-26 ◽  
Author(s):  
PEEYUSH TRIPATHI ◽  
MARGARET JOYCE ◽  
PAUL D. FLEMING ◽  
MASAHIRO SUGIHARA
Keyword(s):  
Boundary Layer ◽  
Experimental Design ◽  
High Speed ◽  
Statistical Study ◽  
Process Variables ◽  
High Speeds ◽  
The Stability ◽  
Air Removal ◽  
Removal System

Using an experimental design approach, researchers altered process parameters and material prop-erties to stabilize the curtain of a pilot curtain coater at high speeds. Part I of this paper identifies the four significant variables that influence curtain stability. The boundary layer air removal system was critical to the stability of the curtain and base sheet roughness was found to be very important. A shear thinning coating rheology and higher curtain heights improved the curtain stability at high speeds. The sizing of the base sheet affected coverage and cur-tain stability because of its effect on base sheet wettability. The role of surfactant was inconclusive. Part II of this paper will report on further optimization of curtain stability with these four variables using a D-optimal partial-facto-rial design.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

Sign in / Sign up

Export Citation Format

Share Document