Temat: learning disabilities

Skocz do pozycji: 1.

Tytuł:: SPECIFIC FEATURES OF THE COMPREHENSION OF TEXTS AND STORY PICTURES BY ADOLESCENTS WITH INTELLECTUAL DISTURBANCES
Autorzy:: Zashchirinskaia, Oksana V
Tematy:: oculography method
eye-tracking
learning disabilities
intellectual disturbances; Pokaż więcej
Wydawca:: Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Powiązania:: https://bibliotekanauki.pl/articles/2137824.pdf Link otwiera się w nowym oknie
Opis:: The present article addresses the peculiarities of comprehending visual stimuli by adolescents with intellectual disturbances. We have studied the ability of school students to analyse and synthesise the meaning of the text and a series of story pictures, to successively retell their content, and distinguish the main semantic constructs. We examined 60 adolescents: 20 normatively developing students from secondary school, 20 students with learning disabilities and 20 children with a clinical diagnosis of "intellectual disturbances". The age of the students ranged from 15 to 19 years old (the average age was 16 years 1 month old). The age range was due to the presence of adolescents with intellectual disturbances. The examination involved 25 girls and 35 boys. The main method of research is authorial questionnaire. A small excerpt from the Russian folk tale "The Wolf and the Seven Young Goats" is used as a verbal stimulus, and Bidstrup comic cartoons – as a non-verbal stimulus. The technique of eye-tracking is used as a research method that allows registering the number of fixations, duration of gaze and length of saccades. The differences in the comprehension of text and picture visual stimuli in students with different levels of intelligence have been determined. In the case of intellectual disturbances, the duration of fixations significantly increases when perceiving the texts. The level of intelligence affects the parameters of the recognition and decoding of the visual information significantly. It was found that the specifics of understanding texts and subject pictures by adolescents with intellectual disturbances are due to thinking passivity and different formats of information.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Patterns of inattention in children: Findings from the inattention checklist for teachers
Autorzy:: Święcicka, Małgorzata
Matuszewski, Andrzej
Woźniak, Małgorzata
Tematy:: Inattention
hyperactivity
emotional control
learning disabilities
checklist for teachers; Pokaż więcej
Wydawca:: Polska Akademia Nauk. Czasopisma i Monografie PAN
Powiązania:: https://bibliotekanauki.pl/articles/55994151.pdf Link otwiera się w nowym oknie
Opis:: This study concerns construction of a checklist for teachers designed to find out types of attention disorders in children. Inattention is not a homogenous phenomenon. Patterns of coexistence of inattention signs and other behavioral symptoms could reflect different psychological mechanisms. In first study teachers described 242 children aged 9 to 10 using Inattention Checklist for Teachers (ICT). In second study teachers described 361 children aged 8 to 10 using modified version of the ICT. Factor analysis conducted in the first study resulted in extraction of five factors (withdrawal of attention, distractibility and tiredness, impulsivity and hyperactivity, high emotional control, low emotional control). In the second study previously extracted factors were validated by cluster analyses and profiles referring to co-occurring behavioral symptoms were developed. Analysis of profiles has shown that attention disorders comprise at least two groups of inattention symptoms (distractibility and tiredness, and withdrawal of attention) that in relation to other factors and learning difficulties constitute different patterns of inattention. It is suggested that these patterns reflect differences between attention disorders caused by cognitive malfunctioning, impaired behavioral or emotional control.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Specjalne potrzeby edukacyjne dzieci z trudnościami w uczeniu się. Analiza zagadnienia na przykładzie dysleksji
Special educational needs of children with learning disabilities. Problem analysis on the example of dyslexia
Autorzy:: Rusinowski, Rafał
Opis:: Mimo, że dysleksja jest właściwie najbardziej poznanym zagadnieniem dotyczącym trudności w uczeniu się, to wciąż problem ten nie został wyczerpany i wymaga dalszych eksploracji, zwracając szczególną uwagę na opracowanie i wdrażanie skutecznych metod terapeutycznych. Niniejsza praca opisuje dysleksję, a także specjalne potrzeby edukacyjne oraz rozwiązania systemowe różnych krajów europejskich, które można byłoby zaadaptować na grunt polski. W pierwszym rozdziale skupiono się na ujęciu terminologicznym trudności w uczeniu się, prezentując ich klasyfikację oraz opisując niepowodzenia szkolne z nich wynikające. Drugi rozdział poświęcony został tematowi dysleksji, jej typów, przyczyn oraz terapii. W ostatnim rozdziale przedstawiono regulacje systemowe w Polsce, a także różne rozwiązania stosowane przy dysleksji na świecie.
Despite dyslexia being the most common issue among learning difficulties, it's still a problem that hasn't been sufficiently researched and needs further exploration. Especially considering the long term problems that can arise and affect the whole life of a person suffering from dyslexia, which can be avoided by implementing effective therapeutic methods as fast as possible. This research is an attempt to understand the issue of dyslexia, with special focus on the educational needs and system solutions adopted by different European countries, which could be implemented in Poland. The first chapter is focused on the definition of learning difficulties, learning difficulties themselves, presenting their classification and describing their failures in school as a direct result. The topic in the second chapter is dyslexia as a disability itself, it's different types, reasons why it occurs and also about the therapy involved to stop or decrease the effects. The last chapter covers the system regulations in Poland and engages in the analysis of versatile international solutions to dyslexia.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Inne

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Skocz do pozycji: 4.

Tytuł:: Methods of Re-Education of Specific Learning Disorders
Autorzy:: Weiss, Ervin
Akimjaková, Beáta
Paľa, Gabriel
Biryukova, Yulia Nickolaeva
Tematy:: methods
reeducation
case study
specific learning disabilities
individual education; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/18104758.pdf Link otwiera się w nowym oknie
Opis:: Aim. In a qualitative empirical exploration, the authors use case study research to identify opportunities for re-education of specific learning disabilities in two cases. They identify and analyse the methods and organisation of teaching and the intervention plan for change. They evaluate the effectiveness of the intervention procedures and highlight specific practical experiences of educators in working with pupils. Methods. The study analyses and interprets the risk of specific learning disabilities, identifies specific learning disabilities. In an empirical qualitative investigation, the authors use case studies and case studies that highlight two types of specific learning disabilities. Results. The studies confirm that specific developmental learning disabilities affect the lives not only of the pupils themselves, the parents, but not least the educators in the teaching process. The authors analyse and identify specific re-education methods in the implementation of the teaching process, pointing out the difficulty of solving the problem and unlearning special educators. Conclusion. The authors point out the need for selection of different methods of re-education of learning disorders on the basis of the individuality of the pupil, but also on the basis of different forms of solving problem areas in terms of recommendations of the special educator and the actual implementation of the teaching process by the educator.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Challenges for teachers and special pedagogy teachers working with students with special educational needs
Autorzy:: Kopek-Putała, Wioleta
Nodzyńska, Małgorzata
Bílek, Martin
Tematy:: specific learning disabilities,
special pedagogy,
subject teacher,
pedagogue,
research; Pokaż więcej
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/472534.pdf Link otwiera się w nowym oknie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE
Autorzy:: Ihbour, Said
Berroug, Laila
Hind, Chahbi
Chigr, Fatiha
Najimi, Mohamed
Tematy:: impact
environmental factors
cognitive factors
learning disabilities
dyslexics
Morocco; Pokaż więcej
Wydawca:: Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Powiązania:: https://bibliotekanauki.pl/articles/2138165.pdf Link otwiera się w nowym oknie
Opis:: Dyslexia is the most common learning disability in school and the most devastating in terms of academic performance. In interaction with the socio-cultural environment, several and various factors can aggravate the difficulties of reader acquisition in dyslexic children. Identifying these factors and interpreting them according to the neuropsychological approach, in the Moroccan context, was the objective of this study Socio-economic data was collected from 626 children, aged 9 to 15 years with an average age of 11,95 years, enrolled in public educational establishments in the Beni Mellal-Khenifra region, located in central Mo- rocco. Among all the participants, 41 had a profile of dyslexia, 13 of whom had reading attitudes evoking "severe dyslexia". Subjects underwent a cognitive assessment. the others were normal-readers and classified as good readers (n=481) and weak readers (n=104). To follow our purpose, we have determined socio-cultural and cognitive variables that may discriminate between students in the "severely dyslexic" group and their "dyslexic" peers. The performance gap was significant in favor of "dyslexic" students in the reading test of pseudowords, rapid naming of images, and the deletion of the initial phoneme. These data reinforce the hypothesis that the phonological deficit is at the root of developmental dyslexia. On the socio-cultural domain, the results showed that preschool attendance and early exposure to written language activity discriminate the participants with a "severe dyslexia" profile from their peers in the "dyslexic" group. We believe that these two factors were responsible for the moderate intensity of the disorder observed in the "dyslexic" group. Our study also showed that bilingualism raises the degree of learning reading difficulties among students with this disorder. These results are consistent with those described in the literature, it suggests that dyslexics can implement compensation strategies both at the behavioral and neuronal level. They call on those in charge of the Moroccan education system to recognize the existence of learning disabilities of neurobiological origin in order to address the necessary care for children who suffer from them.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: The Educational Situations of Bilingual Students with Learning Disabilities in Hand in Hand Schools in Jerusalem
Sytuacja edukacyjna dwujęzycznych uczniów z trudnościami w uczeniu się w szkole Hand in Hand w Jerozolimie
Autorzy:: Perelmuter, Idit
Tematy:: bilingual students
learning disabilities
educational system
Jews and Arabs
Israel; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/920812.pdf Link otwiera się w nowym oknie
Opis:: This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Social Barriers of Pupils and Students with Specific Learning Disabilities
Autorzy:: Viktorin, Jan
Tematy:: literature review
social barriers
specific learning disabilities
pupils
teachers
family; Pokaż więcej
Wydawca:: Akademia Ignatianum w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/2120400.pdf Link otwiera się w nowym oknie
Opis:: This literature review analyzes nine specialized papers which focus on issues of the social barriers of pupils and students with specific learning disabilities. In identifying the most important features and characteristics of pupils and students with specific learning disabilities, we need to recognize which areas have a significant impact on the learning process. At the forefront come the level of motor skills, the level of memory and intellectual abilities, laterality, perception, spatial orientation, learning strategies showing the competence of self-learning, communication, and social relations. The aim of the literature review was to analyze the research of foreign authors who primarily dealt with the issue of social relations and the abilities of pupils and students with specific learning disabilities. Based on the review, it was determined that the social barriers of pupils and students with specific learning disabilities extend throughout their entire education, from the beginning until the transition to higher education. Pupils and students with specific learning disabilities are most influenced by relationships to their immediate surroundings and to themselves.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: O postrzeganiu przez nauczycieli cech wybitnych intelektualnie uczniów z niepełnosprawnością
Autorzy:: Šuligoj, Ajda
Tematy:: teachers, learning disabilities, twice exceptional, characteristics
edukacja, nauczyciel, niepełnosprawność, wybitny uczeń; Pokaż więcej
Wydawca:: Uniwersytet Papieski Jana Pawła II w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/669693.pdf Link otwiera się w nowym oknie
Opis:: The teachers meet a gifted child with a learning disability, a twice-exceptional student, during his or her career. In Slovenia there has not yet been carried out a research, which would examine teachers’ perceptions about this group of twice-exceptional students. In this qualitative research we interviewed teachers who have experience in teaching twice- exceptional students. We were interested in which characteristics of twice exceptional students were most commonly described by teachers. Also we were interested in examining if the teachers descriptions focus more on student's strengths or weaknesses. Participating teachers are able to recognize mostly emotional and social characteristics of twice exceptional students.
Podczas swojej pracy zawodowej nauczyciele spotykają rozwinięte intelektualnie dzieci, u których występuje jakaś forma niepełnosprawności. W Słowenii nie przeprowadzono jeszcze badań, które wykazałyby, jakie jest postrzeganie przez nauczycieli tych grup uczniów. W jakościowym badaniu przeprowadzono wywiad z nauczycielami, którzy mieli doświadczenie w pracy z takimi uczniami. Punktem zainteresowania były te cechy uczniów, które nauczyciele uważają za najczęściej się powtarzające. W badaniu skoncentrowano się także na odpowiedzi na pytanie, czy opis dokonany przez nauczycieli skupia się na mocnych stronach uczniów czy słabych. Nauczyciele poddani badaniu potrafili rozpoznać większość emocjonalnych i społecznych cech uczniów.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Learning Disabilities and Intellectual Giftedness in Educational Context: Present State of Research and Situation in Czech Schools
Autorzy:: Portešová, Šárka
Tematy:: Giftedness
extraordinary intellectual abilities
gift with a handicap
specific learning disabilities; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/55787935.pdf Link otwiera się w nowym oknie
Opis:: The proposed study introduces the reader to the issue of the so-called twice exceptional children – i.e.intellectually gifted learners with a handicap. In the context of school, giftedness is most frequently combined with a specific learning disability. The author pays attention to issues related to identifying this specific group of learners in school environment, to their social and emotional characteristics, problems and risks that can prevent their exceptional potential from real development. Moreover, the paper also presents a synthesis of empirically verified basic educational and educational-psychological foreign procedures and measures, which are most used in educational care for this very specific population of learners, and it acquaints the reader with the situation in the Czech Republic.
Dostawca treści:: Biblioteka Nauki

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