Students with Learning Disabilities at University

University Courses ◽

The Subject ◽

Educational Paths ◽

Practical Experiences ◽

The University ◽

Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.

The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

International Research in Education ◽

10.5296/ire.v4i2.9133 ◽

2016 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Mohammad Mousa AL-Salahat ◽

Suhib Saleem Saleem

Keyword(s):

Learning Disabilities ◽

Student Teachers ◽

Professional Competence ◽

Professional Competencies ◽

Service Training ◽

Resource Rooms ◽

Faculty Of Education ◽

The University ◽

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

University teaching in prison in the university penitentiary system of Sassari: practices, research and developments during the pandemic

Form@re - Open Journal per la formazione in rete ◽

10.36253/form-10274 ◽

2021 ◽

Vol 21 (3) ◽

pp. 69-87

Author(s):

Luisa Pandolfi ◽

Emmanuele Farris

Keyword(s):

Field Research ◽

Public Institutions ◽

Point Of View ◽

University Teaching ◽

Organizational Impact ◽

Allo Studio ◽

The Subject ◽

The Right ◽

The University ◽

This paper derives from the activities of the University Penitentiary Center of the University of Sassari and aims to explore the impact of the Covid 19 pandemic on university teaching in prison. The subject of penitentiary university teaching is innovative and relevant for educational research and brings into play different skills, professionals, services and institutions. The theoretical framework describes how the right to study in prison is declined on a methodological level. The field research carried out in Sardinia has tried to give the student's voice in prison and the point of view of educators on the educational and organizational impact on university study paths during the pandemic; it is a voice that returns the complexity of a difficult moment, but which also offers useful ideas and stimuli for a more aware restart of the limits and challenges to be faced, as well as good practices to be developed, particularly at the interface between different public institutions as the University and the Penitentiary Administration are. La didattica universitaria in carcere nell’ambito del Polo Universitario Penitenziario di Sassari: pratiche, ricerca e sviluppi ai tempi della pandemia. Il presente contributo nasce nell’ambito dell’attività del Polo Universitario Penitenziario dell’Università di Sassari e si propone di esplorare l’impatto della pandemia da Covid 19 sulla didattica universitaria in carcere. Il tema della didattica universitaria penitenziaria è innovativo e rilevante per la ricerca educativa e chiama in gioco diverse competenze, professionalità, servizi e istituzioni. Il quadro teorico e normativo di riferimento traccia le coordinate in cui si inserisce il diritto allo studio in carcere e ne declina i significati e le implicazioni sul piano metodologico. La ricerca sul campo realizzata in Sardegna ha cercato di dar voce agli studenti detenuti e agli educatori in merito alle ricadute a livello educativo ed organizzativo sui percorsi di studio durante la pandemia; una voce che restituisce la complessità di un momento difficile, ma che offre anche spunti e stimoli utili per una ripartenza più consapevole dei limiti e delle sfide da affrontare, così come delle buone prassi da sviluppare soprattutto all’interfaccia tra istituzioni pubbliche, quali sono l’Università e l’Amministrazione Penitenziaria.

It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

Ingeniería e Investigación ◽

10.15446/ing.investig.v39n3.81426 ◽

2019 ◽

Vol 39 (3) ◽

pp. 62-69

Author(s):

Yasmany García-Ramírez

Keyword(s):

Flipped Classroom ◽

Civil Engineering ◽

Learning Experience ◽

University Teaching ◽

Traditional Model ◽

Group A ◽

The Subject ◽

Group B ◽

The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

Antimicrobial Resistance in Staphylococcus aureus at the University of Chicago Hospitals: A 15-Year Longitudinal Assessment in a Large University-Based Hospital

Infection Control and Hospital Epidemiology ◽

10.1086/502222 ◽

2003 ◽

Vol 24 (6) ◽

pp. 403-408 ◽

Cited By ~ 34

Author(s):

John B. Seal ◽

Beatriz Moreira ◽

Cindy D. Bethel ◽

Robert S. Daum

Keyword(s):

Staphylococcus Aureus ◽

Methicillin Resistance ◽

Tertiary Care ◽

University Teaching ◽

Annual Rate ◽

University Of Chicago ◽

Longitudinal Assessment ◽

Beta Lactam ◽

The University ◽

AbstractObjectives:To describe a longitudinal profile of resistance to beta-lactam antimicrobials among isolates of Staphylococcus aureus at a large university teaching hospital and to evaluate the impact of the methicillin resistance phenotype on resistance trends for non-beta-lactam antimicrobials.Design:Retrospective evaluation of antimicrobial susceptibility data for all 17,287 S. aureus isolates obtained from January 1986 through December 2000.Setting:The University of Chicago Hospitals, a family of tertiary-care, university-affiliated hospitals in Chicago, Illinois, consisting of 547 adult and pediatric beds.Results:The annual rate of resistance to methicillin increased from 13% in 1986 to 28% in 2000 (P < .001) and has not plateaued. For each non-beta-lactam antimicrobial tested, the annual rates of resistance were far higher among methicillinresistant S. aureus (MRSA) isolates than among methicillin-susceptible S. aureus (MSSA) isolates. The annual rates of resistance to the macrolide, lincosamide, and streptogramin (MLS) antimicrobials erythromycin and clindamycin increased among MSSA isolates (P < .01), but remained lower than 20%. Resistance to the MLS antimicrobials was higher among MRSA isolates (higher than 60%), but the annual rate decreased significantly during the study (P < .01).Conclusion:The prevalence of methicillin resistance among S. aureus isolates has continued to increase; resistance to non-beta-lactam antimicrobials is far more common among MRSA isolates. Recent decreases in the proportion of MRSA isolates resistant to non-beta-lactam antimicrobials suggest important changes in the epidemiology of this pathogen.

Project-based learning and information and communication technology’s integration: Impacts on motivation

International Journal of Electrical Engineering Education ◽

10.1177/0020720918773051 ◽

2018 ◽

Vol 55 (4) ◽

pp. 293-312 ◽

Cited By ~ 7

Author(s):

Mammar Belagra ◽

Belkacem Draoui

Keyword(s):

Power Electronics ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Project Based Learning ◽

Information And Communication ◽

Technological Tool ◽

The Subject ◽

Research Plan ◽

The University ◽

The purpose of this research was to study the impact of project-based learning and information and communication technologies on students’ motivation. Two second-year classes in electrical engineering at the University Tahri Mohamed in Béchar, Algeria, were involved in the study. The experiment compared the level to which one class of students mastered goals without the use of information and communication technologies, to the mastery achieved by a second class which participated in a tutorial that has a technological tool built into the project-based approach. The subject of power electronics was chosen for this study because of its different knowledge, which is strongly represented in difficult learning contents for students. A questionnaire about motivation was used to collect data within an experimental research plan. After three months of conducting the study, the results demonstrated that the integration of the tutorial with the project-based approach is likely to increase students’ motivation to learn and to master the subject of power electronics.

The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities

International Journal of Disability Development and Education ◽

10.1080/1034912x.2021.1995853 ◽

2021 ◽

pp. 1-13

Author(s):

Mohamad Ahmad Saleem Khasawneh

Keyword(s):

Learning Disabilities ◽

Phonological Awareness ◽

Sequential Memory ◽

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

Intervention in School and Clinic ◽

10.1177/1053451220944378 ◽

2020 ◽

pp. 105345122094437

Author(s):

Marney S. Pollack ◽

Alexandra Shelton ◽

Erin Clancy ◽

Christopher J. Lemons

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Reading Comprehension ◽

Literacy Instruction ◽

Main Idea ◽

Sentence Level ◽

The Subject ◽

Identification Strategy ◽

Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

International Journal of Education ◽

10.5296/ije.v10i4.13872 ◽

2018 ◽

Vol 10 (4) ◽

pp. 140

Author(s):

Mohammad Ahmad Bairat ◽

Akef Abdullah Al-Khateeb

Keyword(s):

Academic Achievement ◽

Learning Disabilities ◽

Training Program ◽

Significant Positive Correlation ◽

Female Students ◽

Training Period ◽

Before And After ◽

The Impact ◽

Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

Learning Disability Quarterly ◽

10.2307/1511072 ◽

1994 ◽

Vol 17 (3) ◽

pp. 169-185 ◽

Cited By ~ 8

Author(s):

David McNaughton ◽

Charles A. Hughes ◽

Karen Clark

Keyword(s):

Learning Disabilities ◽

Future Research ◽

Limited Information ◽

Research Issues ◽

New Words ◽

Spelling Instruction ◽

Instructional Activities ◽

Students With Ld ◽

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.