Attitude of teachers towards inclusion of students with learning disabilities in the regular schools in Obio/Akpor local government area

The study investigated attitude of teachers towards inclusion of students with learning disabilities in the normal school settings in Obio/Akpor Local Government Area of Rivers State. A descriptive survey design was used for the study. Six research questions and six null hypotheses was formulated to guide the study. The population of study involved 3025 teachers in the area. A stratified random sampling technique was used in selecting a sample of three hundred and ninety nine (399) teachers. Chisquare was used in testing the null hypotheses at 0.05 level of significance. Out of the 399 teachers, 253 were involved in the study. The result of the findings shows that teachers only teachers training and teacher’s age significantly influence inclusion of students with learning disability whereas teacher’s gender, experience, qualification and marital status had not significant effect on inclusion of students with learning disability. The finding also indicated that generally teachers had positive attitude towards inclusion of students with learning disabilities. The attitude of teachers is perceived to have been influenced by lack of provision for additional programme that will improve education of students with learning difficulties and required training for teachers in special needs education.

Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit

This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.

Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve the reading success among students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers’ adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the Office of Special Education Programs (i.e., Promoting Adolescents’ Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers’ sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.

The Level of Reading Comprehension Skills of Students with Learning Disabilities in Jordan

The study aimed to measure the level of reading comprehension skills of students with learning difficulties in the Kasbah of As-Salt, and the study used the descriptive method on a sample of (54) male and female students chosen randomly. The reading comprehension scale was developed and prepared by Al-Mahalla and Al-Ramamneh (2019), and the results indicated that the level of reading comprehension was at an intermediate level and in all its three dimensions (literal, deductive, and creative). And the existence of statistically significant differences in the level of reading comprehension due to the variable of gender in favor of males, and there are also statistically significant differences in the level of overall reading comprehension due to the variable of the educational level of parents and in favor of holders of a bachelor's degree. Received: 23 September 2021 / Accepted: 1 December 2021 / Published: 3 January 2022

Assistive Technology and Best Practices

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Educational Technology Based on Virtual and Augmented Reality for Students With Learning Disabilities

Educational technology is contributing towards diversity awareness as it allows you to create more personalized and student-centered learning situations. This chapter addresses specific learning difficulties (SpLD) and, specifically, dyslexia, since it is one of the most prevalent challenges in the educational field. Information and communication technologies allow direct intervention with students who have special educational needs as an alternative to traditional resources, which is much more motivating. In this sense, as an example, various projects and applications are presented that allow working on this type of difficulties with students. This chapter highlights the virtual reality and augmented reality software carried out in the context of the European Erasmus + FORDYSVAR project, of which the authors are part.

Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.

Hidden Disabilities

Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.