Technology instruction for children with learning disabilities in mathematics: teachers' views

The purpose of this paper is to examine the perspective of teachers regarding mathematics instruction for children with learning disabilities. For this purpose, a semi-structured interview was conducted with teachers who teach mathematics to children with learning disabilities. The participants of this study are three educators who teach children with learning disabilities. A qualitative strategy approach is used in this study using case studies. Information was acquired from interviews, document reviews and Brainstorming. The method of analysis involves the data transcription process, construction of themes, theme coding and displaying. The results of the research is analysed and recommendation for future research is stated. Intervention for children with Learning Disabilities is a challenge for both teachers and parents. Children with Learning Disabilities require special instructions in order to succeed and technology can help children depends on situation and teaching style

Development and validation of a bilingual language battery for language-based learning disabilities.

Doctoral Degree. University of KwaZulu-Natal, Durban.There are social, linguistic, cultural, and political dimensions that impact on health and education in South Africa. The evolving nature of these dimensions demand the use of language assessment tools that are developed and validated for the South African population. Speech-language assessment informs parents and educators of the nature of speech and language difficulties the learner may have and guides the intervention. IsiZulu is the most widely spoken African language in South Africa. Therefore, development of a tool to assess expressive, receptive, and written language skills of learners with language-based learning disorders in isiZulu, is imperative. The aim of this study was to develop and validate a tool for language assessment of isiZulu-English speaking learners in grades 1, 2, and 3 who may have language-based learning disabilities. An assessment tool was designed to assess core language skills and identify early indicators of language-based learning disabilities that may result in academic difficulties. The tool development process aimed to construct an innovative test that is linguistically and culturally sensitive to bilingual or isiZulu-English speakers while the content is rich for identifying indicators of language-based learning disability. Elements in expressive and receptive language, phonological awareness, listening, reading, and mathematically-based language concepts were considered. The conceptual tool development phase involved a systematic literature review, pretesting with two existing tools and consultation of a five member Delphi review panel for advice and reviews. Field trials contributed to the development of test items and procedures and tested the tool’s application in mainstream and remedial schools as well as rural and urban communities of learners in KwaZulu-Natal. A combination of qualitative and quantitative methods were used to collect and analyse data. The results indicated that the new tool was linguistically and culturally appropriate. The majority of the subtests provided good reliability and valid results. The study makes a worthy contribution to the body of knowledge in the field of speech-language therapy and basic education. The results and guidelines from this study set out the basic elements required for development of language assessment tools in other African languages. The development of the assessment tool will yield standardization of a bilingual language assessment tool in South Africa

Integrated adaptive skills program model (IASP)

Integrated Adaptive Skills Program Model (IASP) is designed to offer supportive services to disabled students seeking to integrate into a local after-school program. IASP Model focuses on teaching adaptive skills to disabled students that would prepare them to be fully included into an after-school program with their same age peers. The program offers support, training, and consultation to the students and staff involved in the program. A variety of research-methods and assessment screening tools are used to determine eligibility and program implementation. The IASP Model was piloted during the 2011-2012 school year, in California, United States, but due to limited local and state funds the program could not continue. Students with disabilities deserve to be involved in the community and should not be excluded based on funds. Teaching and educating others on how to integrate students with disabilities into programs will minimize and/or eliminate exclusion of participating in recreation programs within residing communities.https://scholar.dominican.edu/books/1179/thumbnail.jp

Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference

This e-book, which is published under the title Braga 2014: Embracing Inclusive Approaches for Children and Youth with Special Education Needs contains a set of papers submitted by the authors in an international conference during July 2014 with the same name. Practitioners, researchers, policy makers, and NGOs from around the world joined their international colleagues to engage in lively and informed discussions about the current state of the art in meeting the needs of children and youth with special educational needs. Topic areas included research, practice, policy, advocacy, and the arts in special education. The conference was co–hosted by The Division of International Special Education and Services (DISES) and the University of Minho in cooperation with the Council for Exceptional Children (CEC). As more and more countries around the world strive towards the goals of the Education for All initiative, education systems are turning to increasingly inclusive approaches in order to meet the needs of children and youth who have traditionally been excluded from mainstream education. Research and practice have shown abundant benefits, both academic and social, to all children and youth involved in inclusive education programs. However, simply placing children with special educational needs in mainstream classrooms without appropriate planning, commitment, and support does not guarantee positive outcomes. In this exciting and prestigious international event, participants will share and learn about evidenced–based practices with an emphasis on access, quality, and equity; creative, comprehensive inclusive education approaches; innovations in creating inclusive schools; and integrating research into practice to create stronger links with stakeholders. A special strand focusing on the Arts in Special Education provides a rich forum for special education professionals to build upon innovative practices that encourage creative thinking, draw upon diverse abilities expressed through the arts and develops the individual in ways that traditional academic instruction fails to do so. Finally, the organizers want to emphasize the commitment and systematic work of Paula Frapiccini Ferreira in preparing this e-book.This edition is funded by National Funds through FCT - Foundation for Science and Technology for the Research Center on Education- PEst-OE/CED/UI1661/2014, CIE

1979-1980 Bulletin

Volume LXXXX, Number 5. Scanned from the copy held in the Registrar\u27s Office.https://ecommons.udayton.edu/bulletin/1043/thumbnail.jp