Training Programme Impact in Improving the Working Memory of Students with Learning Disabilities in Reading Arabic

The study aimed to investigate the effect of a training program on improving working memory for students with learning difficulties in reading Arabic. The study sample consisted of (10) students with learning disabilities from Basic Education students from the fifth and sixth grades, and those between the ages (10-11) years as a pilot group and (10) students from the same stage and of the same age as a control group. The researcher used a working memory battery, Raven Test, and a training program he prepared to achieve the study goal. The results showed that there are statistically significant differences in the fields of working memory scale between the members of the experimental and control groups in the dimensional measurement, and in favor of the experimental group to which the training program was applied, by applying the measure of working memory in its three fields. The results also showed that there are statistically significant differences between the pre and post measurements of the areas of the working memory scale in favor of the post application, and for the benefit of the experimental group,This confirms the effectiveness of the training program used. Some recommendations were suggested

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder.

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection

Tech for Understanding: An Introduction to Assistive and Instructional Technology in the Classroom

This paper examines the different types of assistive and instructional technology available to students who are classified with one or more of the thirteen disabilities outlined in the Individuals with Disabilities Education Act (referred to as, IDEA). While the roles of assistive and instructional technology are different, there are many instances where their uses may overlap. Thus, while these two categories will be discussed separately, it should be noted that some information may be applied to each category and more than one piece of technology. The purpose of this paper is to provide an introduction to the world of assistive and instructional technology for those who may be new to its concepts, particularly parents who have recently learned that their child may benefit from extra assistance and future educators who are interested in learning more about the devices they will be using to reach their students. Each of the thirteen disabilities will be discussed briefly, and then each disability will be assigned several types of assistive and instructional technology that serve it well. This will by no means be an exhaustive list of all types of technology available to teachers, parents, and students. However, it will attempt to provide a varied glimpse at some of the options that are available and how they may help children who are struggling to access the curriculum

Lighting the way through the home: development of early braille literacy

Emergent braille literacy is the earliest phase of language development where children, from infancy, are exposed to 'direct, repeated and meaningful interactions with braille literacy materials and events' (Rex, Koenig, Wormsley, & Baker, 1995, p.10). Activities such as shared reading of tactile books, scribbling on the braille machine, joint engagement in nursery rhymes, songs and chants help infants acquire cognitive concepts and develop physical skills to engage in braille. The process leads to the early development of literacy concepts including speaking, listening,reading and writing, as a foundation for braille literacy (Drezek, 1999)

Inclusion and online learning opportunities: Designing for accessibility

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students

Accommodations and Compliance Series: Employees with Learning Disabilities

[Excerpt] The Accommodation and Compliance Series is a starting point in the accommodation process and may not address every situation. Accommodations should be made on a case by case basis, considering each employee\u27s individual limitations and accommodation needs. Employers are encouraged to contact JAN to discuss specific situations in more detail