Distance Learning Experience Research Articles

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Because of COVID-19, distance learning was adopted by the majority of educational institutions as a strategy to ensure the continuity of education. In Morocco, forcing students to change their traditional learning methods has put them through an unprecedented learning experience. This study aims at investigating Moroccan university students of English experiences with distance learning during the pandemic in terms of readiness, satisfaction and perceived barriers. To achieve the objectives of the study, the researchers relied on an exploratory descriptive approach through a self-developed online questionnaire involving 138 respondents. The results indicate that students’ readiness to engage in distance learning was found to be at a moderate level. Additionally, the participants reported a low level of satisfaction with their experience of distance learning during COVID-19 pandemic. Thus, they preferred face-to-face learning over distance learning. Lack of previous experience with distance learning, lack of needed technology and inadequate internet connection were found to be among the major barriers to distance learning during the pandemic. Furthermore, the respondents expressed concerns on issues related to motivation, interaction and lack of technical skills. The findings of this study were discussed and compared to the findings of other related studies.

Chinese students’ motivation to adopt distance learning of the Russian language

Introduction. Currently, restrictions related to the coronavirus pandemic have not yet been fully lifted in the People's Republic of China and students studying in Russia periodically switch to distance learning. The purpose of the article is to study the specifics of students' motivation to use distance technologies for teaching the Russian language using internationally recognized methods of measurement and statistical data analysis. Materials and Methods. The Instructional Materials Motivation Survey (IMMS) measuring materials for studying the specifics of the educational motivation of students of the Ural Federal University (hereinafter referred to as UrFU) from the PRC for the use of distance technologies for teaching the Russian language were created for the AttentionRelevance-Confidence-Satisfaction (ARCS) structural model. We studied the relationship between the personal data of students (gender, age, year of study, educational program, additional language training and the results of measuring educational motivation (IMMS) for the use of distance technologies for teaching the Russian language and its structural components: attention (ATT), relevance (REL), Confidence (CON), Satisfaction (SAT).The study involved 673 UrFU students from the PRC, who had experience of long-term distance learning under restrictions due to the coronavirus pandemic. Statistical processing of the measurement results was carried out using the structural equation modeling method Structural Equation Modeling (SEM). A confirmatory and exploratory factorial analysis of the obtained results was carried out using the SPSS software tool, including the AMOS module. Results. The developed IMMS questionnaire was validated by confirmatory factor analysis of IMMS measurement results using the AMOS module of the SPSS software tool. The method of exploratory factor analysis revealed statistically significant relationships between the indicators of students' educational motivation for using distance technologies for teaching the Russian language (IMMS) and its structural components with the personal data of the respondents. The gender of the student and the presence of parallel additional language training were found to have the strongest influence on learning motivation (girls are more motivated than boys). The gender of the student and the presence of parallel additional language training (regression coefficient r = 0.61) have the strongest influence on the structural component of learning motivation relevance (REL). Conclusion. The results of the study showed a high level of motivation for distance learning of the Russian language among UrFU students from China which is due to the effective design of educational materials. It is shown that when developing motivating teaching materials for distance learning, it is necessary to take into account the gender composition of trainees and the availability of parallel additional training in the subject.

DISTANCE LEARNING EXPERIENCE IN GEORGIA UNIVERSITIES

The covid-19 pandemic has put the higher education system of Georgia in front of serious challenges. Universities have had to quickly adapt to distance learning methods. Two years of distance learning experience has shown that this method of learning has its advantages and disadvantages. The description of these parties in the paper is based on the personal experience of the author's academic activity.

Knowledge, Attitudes, Practices, and Online Distance Learning Experience of Malaysian University Students towards COVID-19: A Cross Sectional Study(Conference Paper )#

Some new norms need to be adapted due to COVID-19 pandemic period where people need to wear masks, wash their hands frequently, maintain social distancing, and avoid going out unless necessary. Therefore, educational institutions were closed to minimize the spread of COVID-19. As a result of this, online education was adapted to substitute face-to-face learning. Therefore, this study aimed to assess the Malaysian university students’ adaptation to the new norms, knowledge and practices toward COVID-19, besides, their attitudes toward online learning. A convenient sampling technique was used to recruit 500 Malaysian university students from January to February 2021 through social media. For data collection, all students were asked to fill in a questionnaire that was developed based on previous literature, using Google Forms. 498 students completed the questionnaire (response rate 99.6%). Malaysian Ministry of Health was the main source (83.73%) that students refer to when looking for information on COVID-19. Only 40% of the participants had good overall knowledge about COVID-19; such knowledge was influenced by the students' field of study. The current practice towards COVID-19 was good only by 26.1% of participating students; such practice was influenced by the ethnic groups. Additionally, 60% of participated students agreed that COVID-19 can be successfully controlled. About one-third of participants had positive attitudes toward online learning. The major challenges facing students during online learning include distraction of the learning environment (80%), unstable internet connectivity (75%), lack of motivation (70%), limited technical skills (41%), and limited broadband data (34%). In conclusion, the knowledge and practice toward COVID-19 was good in less than half of Malaysian university students. Attitudes to the controlling of COVID-19 were positive, while the attitudes toward online learning were neutral among most of the Malaysian university students. Challenges toward online learning are diverse and include both technical and student-related problems.

Evaluation of English Self-Learning Modules in the Implementation of Modular Distance Learning

In response to the call that education must continue in the midst of the COVID- 19 pandemic, Self-Learning Modules (SLM) became the Department of Education’s primary learning resource in the implementation of a wide-scale Modular Distance Learning. With the educational landscape being confronted with numerous concerns that questions the quality of its SLMs, their evaluation plays an extremely crucial role in pursuit of quality education. The study evaluated English Self-Learning Modules used by Grade 7 students in the First Quarter and propose an enhanced learning material that will be helpful in their modular distance learning experience. The study sought to answer the following questions: (1) What are the strengths and weaknesses of the Self-Learning Modules in terms of: Intellectual Property Rights Compliance, Learning Competencies, Instructional Design and Organization, Instructional Quality, Assessment, and, Readability?; (2) What are the Alternative Interventions suggested to strengthen the identified weaknesses in the Self-Learning Modules?; and, (3) What Enhanced Self-Learning Modules may be proposed based on the strengths and weaknesses of the evaluated materials?
 
 Using a purposive sampling, the Key Informants of the study included a total of eight (8) English teachers coming from three different secondary school locales from Legazpi City Division namely: Legazpi City National High School, Gogon High School and Cabangan High School. The study used a mixed method using a Descriptive –Evaluative Design where Key Informants answered a Survey Questionnaire and underwent Key Informants Interview to record the strengths and weaknesses of the Self-Learning Modules. Thematic analysis and percentage were used in the study to identify salient themes from qualitative and quantitative responses of the participants, respectively. Relevant findings revealed that the strengths of Self-Learning Modules are (1) accuracy in citations, (2) copyright compliance (3) proper acknowledgement of the references, (4) accuracy in content, (5) appropriate presentation of objectives, (6) logical organization of content, (7) integration of valuable traits, (8) development of 21st century skills, (9) alignment of assessments to lesson objectives and (10) appropriateness of content and vocabulary to the learners’ level. On the other hand, Self-Learning Modules displayed weaknesses on the following areas: (1) rotten links, (2) missing bibliographies and references, (3) unpacking of broad competencies (4) outdated content and information, (5) grammatical errors, (6) development of lessons that allow for review, (7) providing answer keys, (8) unclear presentation of instruction and (9) seamless transitions of lessons.
 
 To strengthen the identified weaknesses, the researchers developed a Guide Book that discusses the alternative interventions suggested by the researchers based on their insights together with the recommendations of educators. The Guide Book aims to empower every module user to become involved in creating an improved Modular Learning experience. Moreover, the Enhanced Self-Learning Modules offshoot retained the revealed strengths and carefully applied the alternative interventions to strengthen the weaknesses. Finally, specific recommendations were suggested aimed towards the improvement of learning experiences.

Interactive Teaching Strategies Used by Special Education Teachers in Distance Learning

This research looked into the interactive teaching strategies used by special education teachers in distance learning. The co-participants of the study consisted of eight (8) selected special education teachers who have been teaching at least in three (3) years and have a minimum 1 year teaching experience in distance learning. This study specifically used the case study qualitative approach to describe in-depth experiences of participants. The data were gathered through an interview schedule and the results of data collected were presented through a narrative analysis approach. Based from the collection of data, the following findings were draw: (1) in teaching distance learning requires a variety of online education platforms and teacher must have different set of interactive skills, (2) teaching strategies such as keeping students’ attention, positive reinforcement, parent-teacher collaboration, and classroom rules were some methods in delivering interactive class discussion, (3) special education teacher assessed their students' learning progress in three ways: through the use of various online assessment tools, oral recitation, and providing students with follow-up exercises, (4) study drew teacher guidelines on how to use Quizizz as an interactive platform in teaching distance learning. These findings were indeed the qualities of co-participants' stories that represent certain views and lived experiences in teaching distance learning.

Structuring the Post-COVID-19 Process of Digital Transformation of Engineering Education in the Russian Federation

The temporality of the socio-technological transformations of industry 4.0 has exacerbated the problem of introducing and using digital technologies in the educational process. The development in this area is due to the presence of unique global challenges, the availability of digital devices, and the experience of distance learning due to the COVID-19 pandemic. As part of the work, a statistical study was conducted aimed at establishing the average level of proficiency in the basic skills of independent search for information on the Internet. A classification of digital solutions is formulated, and an attempt is made to synthesize criteria for the successful integration of digital solutions into the educational process, the following groups are distinguished: organizational, auxiliary, structural, and specialized. Independent searching for information is considered an element of the educational process, which changes almost uncontrollably, unlike other solutions in the field of digitalization of education. The process of digitalization is presented as a set of four elements, the successful implementation of which will allow the effective implementation of digital technologies in the educational process. An element of digital infrastructure is highlighted; an element of organization, an element of integrating teachers into a new digital educational environment, and a student element. It is concluded that it is necessary to introduce courses of additional competencies dedicated to working with information; the idea of integrating master’s students into research aimed at solving modern global challenges with the help of digital technologies is proposed.

Associative Portrait of a Russian Student in the Context of the Emergency Transition to Distance Learning

With mass digitalization in all spheres of human activity, it is necessary to take a comprehensive and interdisciplinary approach to understanding and assessing the level of its acceptance and impact. During the pandemic, a lot of research has been done on the topic of digital technologies. Our work reveals new aspects of the issue under study and contributes to a multifaceted analysis from the point of view of socio-psycholinguistics, applying an associative approach to the study of a person’s language experience, his cognitive activity, cognitive “processing” of perceived reality, which materializes in the language experience of an individual. The obtained data are compared with the data of a number of associative dictionaries of the Russian language, which makes it possible to trace the change in these associations over a number of years and create a linguistic portrait of a modern Russian student, get an idea about his image of the world as a whole, his attitude to learning and positioning himself in the future in the light of distance learning experience. The authors also explore the changes in individual and mass consciousness with regard to the study of a foreign language. The article was prepared based on the materials of a two-stage sociological survey among students of RTU MIREA, Moscow (n = 288), who participated voluntarily and anonymously. Their answers created a generalized associative portrait of a Russian student, typical for Moscow. The results obtained can serve as an addition to associative dictionaries.

Distance Learning Home Experience and the Food Preparation Skills of Grade 9 Students in Technology and Livelihood Education

This study was conducted to determine the relationship between the distance learning home experience and the food preparation skills of Grade-9 students in Technology and Livelihood Education. The Descriptive-Correlational research design was adopted, and statistical tools such as Pearson r correlational analysis were utilized to test the relationship between the independent and dependent variables. Hypotheses were tested, and the findings revealed the following information: Using Pearson’s r correlation analysis, the data revealed that internet access is moderate negative significance to preparing fruits and vegetables, the use of a cooker, and cooking methods for Grade 9 TLE students. The knife is a moderate negative significance with online learning resources. Home assistance is moderate negative significance to preparing fruits and vegetables, using a cooker, and cooking techniques and thus the null hypothesis is not sustained. Hence, timely feedback, time allotment, and instructional delivery have no significant relationship with the food preparation skills of the learners thus the null hypothesis is sustained in this respect. It indicates that the learners experienced all the distance learning at home but when it comes to the food preparation skills, they still need the guidance of the teachers in performing their skills. It only shows that the teacher plays a vital role in improving the food preparation skills of the learners in distance learning. Having these findings, the study recommends that a comprehensive professional development program be implemented to ensure that online teachers will be given a chance to improve themselves in teaching virtually continuously; teachers are given technical assistance through training, workshop, coaching, and mentoring on class programming, and sharing of assignments, learning management specifically in managing online classes using the ICT and managing the school facilities and equipment may be considered as possible topics in the future learning and development programs for the teachers and future researchers may conduct a study on the distance learning experience of learners at home in the food preparation skills of the learners on a broader scale. Keywords: distance learning, home experience, food preparation skills, Technology, and Livelihood Education

Progress and Reflections of International Cartographic Education

With the development of geospatial information science and technology and applications in numerous areas, cartography and geospatial information education is becoming increasingly more important in training graduates equipped with new capacities. Cartography and geospatial information education are crucial to cartography and geospatial information science, as a discipline and a profession. The contents have always gradually been changing, as well as corresponding effective approaches to deliver sustainable and resilient education. In the new normal era of post COVID-19, summaries and reflections on the progress of available practices and theories can support better design of effective and quality education. In this paper, the conference papers and abstracts on educational topics published in the last 10 International Cartography Conferences are used to trace the path that educators in cartography and geospatial information have gone through. Bibliometric analysis is conducted on educational topics, authors, and regions. A domain term knowledge map is drawn showing that the number of publications on education in the International Cartography Conferences has been increasing. The geographic distribution of authors is very concentrated, with authors from European countries contributing about 50% of the publications and those from the top ten countries contributing 60%. Works in many other regions are less reported. The research topics are mainly focused on undergraduate and graduate education in geographic information systems, secondary education, education atlas, learning theories, learning environmental design, online education, etc. Pedagogies and experience of distance learning and online education in the last 20 years have been well applied. However best practices of online and distance education are rarely reported to support effective new normal education in the context of COVID-19 pandemics.

Exploring Teaching Experience in Distance Learning during COVID-19: A Qualitative Case Study

This study sought to explore the awareness of teachers in K-12 during the pandemic about several aspects of online learning: instructional strategies, motivational factors for students, and the application of Universal Design for Learning (UDL) to lesson plans produced by teachers. This exploratory case study used a focus-group discussion and an evaluation form with a sample of thirty (N=30) teachers. The results showed that the teachers were unaware of some of the instructional strategies for online learning. The teachers and their students were not sufficiently prepared or qualified for the emergency transition to online learning. The results suggest that it is important to prepare professional development for teachers about instructional strategies and learning theories for online learning and blended learning.

Mothers’ Experience Of Distance Learning For Their Children With Disabilities During Covid19 Pandemic:, Challenges And Facilitators

Mothers’ Experience Of Distance Learning For Their Children With Disabilities During Covid19 Pandemic:, Challenges And Facilitators

Особенности когнитивного компонента «ресурса вовлеченности» студентов, имеющих различный образовательный опыт

The article considers the author's model of the “resource of involvement” of a person in the space of life fulfillment; substantiates the understanding of the cognitive component of the “resource of involvement” as a system of social representations. Purpose of the work: on the example of students' representations about the educational space (as a space of life fulfillment) and “involving figures” (teachers), to identify the content peculiarities of the cognitive component of the “involvement resource” of students with different educational experience. It is shown that, according to students, the “educational space of the university” and “digital educational space” differ from the ideal, the degree of idealization of the latter decreases as students gain experience in blended and distance learning. The most significant for students are the “logicality” of the educational space and the “fairness” of teachers.

ПРИОРИТЕТЫ ПОТРЕБНОСТЕЙ ОБУЧАЮЩИХСЯ ПРИ ИСПОЛЬЗОВАНИИ ДИСТАНЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ МЕДИЦИНСКОГО ВУЗА

Introduction. The article examines the prevailing needs of various student contingents enrolled in specialist degree programs and additional postgraduate study programs in a military educational organization. This type of training was previously successfully implemented at the S.M. Kirov Military Medical Academy, which was accompanied by the previous long-term experience of distance learning under additional educational programs for postgraduate education. The identification of the actual needs of different student contingents in the system of higher medical education, in part through distance learning, suggests the possibility of effectively changing the forms of the educational process in higher education. Materials and Methods. The survey involved 119 respondents enrolled in various educational programs of the S.M. Kirov Military Medical Academy (64 students and 55 doctors). The main research method was an anonymous questionnaire with 27 questions for students and 26 questions for doctors (the question of the possibility of using distance learning in basic disciplines of the specialty was excluded), developed at the Department of Health Organization and Public Health of the S.M. Kirov Military Medical Academy. The survey was voluntary and anonymous. Results. The priorities of students by types of classes, forms of educational process, and the use of distance learning technologies in general were determined. Discussion and Conclusion. A combined approach comprising both traditional and distance learning methods can provide the best opportunity for students and doctors to develop their skills and knowledge in order to improve and adapt to the changing needs of students and the industry. The peculiarity of studying at a medical university is the impossibility of a complete transition to a distance-learning format due to the need to form practical skills in the classroom. Given the unique characteristics of higher medical education institutions, it is necessary to ascertain the ideal balance between traditional classroom settings and distance learning. This calls for further study on the perspectives of various contingent students, their level of satisfaction with distance learning, and the identification of urgent needs in accordance with educational programs.

Specifics of distance learning for students of pedagogical specialties subject “Artificial Intelligence Technologyˮ

Artificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

Construction of Learning during the Inevitable Distance Learning Period: A Critical Perspective of the Experiences of Young People in Estonia

Background: As a result of the global school closures in 2020 due to the COVID-19 pandemic, distance learning, educational technology and learning by oneself has gained the attention of both teachers and parents, as well as schools worldwide. So far, knowledge regarding distance learning has been contradictory and gathered mostly in a quantitative manner. Aim: The aim of the following article is to examine the distance-learning experiences of four youngsters aged 16 from the DigiGen project exploratory pilot study in Estonia—a country known for its digital development. The study focuses on how learning was construed during distance learning in the experiences of young people. Method: These experiences, gathered in four semi-structured in-depth interviews, are placed in the framework of the theory of transactional distance and critical discourse analysis. Results: As the results indicate, the distance-learning experiences are derived from the structure and organisation of the distance learning—the more rigid the structure, the more difficult it was for the students. Five main discourses emerged regarding how youngsters construed learning during distance learning: (1) school building is for learning; (2) teachers teach instead of self-learning; (3) learning as a forced activity; (4) avoiding asking for help; and dominant in all the discourses was (5) avoiding responsibility. Discussion and conclusion: According to the results, distance learning is multifaceted and young people have ambivalent experiences from a distance learning.

An Analysis Of Students’ Experience in Online English Class at SMAN 1 Mandah Academic Year 2020/2021

Various kinds of new things and problems were experienced by the students during learning English in the online class, among the things were students’ felt difficult understanding the material given by the teacher, the lack of students’ motivation in learning English, and the lack of students’ interesting of learning English. Thegoal of this research is to find out how students experience online English classes during the covid-19 pandemic. This research used a descriptive quantitative method. The population in this research were 11thgrade students at SMAN 1 Mandah. The sample in this research was two classes of 11th-grade students at SMAN 1 Mandah, there are XI IPA 3 and XI IPS 1 as many as 54 students. The data collection used apurposive sampling technique because the sample in this study was taken randomly with certain characteristics, there are the students who feel learning English in the online class. The data collection was in the form of a questionnaire. This research found that in general, the results of the research on students’ experience in online English classes or distance learning were categorized as enough because 19 of 20 statements that given to the students were showed the results with enough categories, and only 1 of the statement that reached the level with a good category. Therefore, the researcher can conclude that the results of this research on students’ experience in online English classes are only limited to enough levels and have not reached a good level with a percentage of 68,5%. Based on the results of the data analysis seen from the Likert Scale that showed students’ experience in online English classes, which can be concluded that the average results of the questionnaire given to the students in students’ experience in online English class were declared enough because it has not yet reached a good level of students’ experience in online English class.

Distance learning of schoolchildren in artificial intelligence technologies

Currently, artificial intelligence technologies are one of the promising and rapidly developing digital technologies that have a significant impact on the country's economy and many areas of human activity. This necessitates informing the population from school about the possibilities of artificial intelligence technologies and the implementation of appropriate vocational guidance for schoolchildren to train in-demand specialists. At the level of general education, the theme of artificial intelligence is still poorly represented, but research and development of educational materials in this direction are actively underway. The article presents the experience and results of distance learning of schoolchildren in artificial intelligence technologies in an asynchronous format. The description and elements of the content of the author's training course on artificial intelligence, which is one of the sections of the large course "End-to-end digital technologies for schoolchildren", hosted in the Moodle learning management system of Novosibirsk State Pedagogical University, are given. The elements of the content to which the students showed the greatest interest were identified. The main problems that students encountered when performing practical work are listed. The problems of distance learning of schoolchildren in artificial intelligence technologies, in particular in an asynchronous format, are outlined, and ways to solve them are proposed.

Distance Learning in Moroccan Higher Education during the Covid-19 Pandemic: The Case of Sidi Mohamed Ben Abdellah University Students

With the spread of Covid-19, several countries, including Morocco, have declared the status of a health emergency. This caused schools to stop giving classes and block the Moroccan educational system. The Ministry of Education resorted to implementing distance education as an alternative to guarantee learning continuity. This includes applying some measures, such as broadcasting classes on TV and encouraging teachers to use online platforms like Microsoft Teams and Zoom. However, the online experience was not an easy task due to a lack of digital training and internet access. In this regard, the present paper aims to investigate the extent to which Moroccan university students are satisfied with the implementation of online learning. It also investigates the main challenges students encounter in their virtual experience. This study is significant as it provides us with a clear understanding of distance learning as a novel experience in Morocco and the challenges that hindered its success. It is also important because it would add to the accumulation of human knowledge. Both quantitative and qualitative approaches were employed through means of questionnaires and interviews, respectively. Questionnaires were administered to students from Sidi Mohamed Ben Abdellah University in Fes who belong to different departments. As for interviews, they were conducted with the same students to give them the chance to elaborate on their answers. The findings of the study revealed that the majority of Moroccan university students were not satisfied with their distance learning experience as it was hard for them to interact due to connection issues. The study also showed that most of the students were confused and unmotivated to learn.

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

BackgroundOne of the COVID-19 pandemic consequences that has affected families the most is school lockdowns. Some studies have shown that distance learning has been especially challenging for families with a child with neurodevelopmental disorders such as ADHD or ASD. However, previous studies have not taken the heterogeneity of these disorders into account. The aim of the present study was therefore to investigate differences between families with a child with ADHD, ASD, or both conditions, and to examine the role of underlying deficits in executive functioning (EF) in both children and parents in relation to negative and positive effects of distance learning.MethodsSurvey data assessing both negative and positive experiences of distance learning were collected from parents with a child aged 5–19 years in seven Western European countries: the UK, Germany, Spain, Sweden, the Netherlands, Italy, and Belgium. Altogether, the study included 1010 families with a child with ADHD and/or ASD and an equally large comparison group of families with a child without mental health problems. We included measures of three different types of negative effects (i.e., effects on the child, effects on the parent, and lack of support from school) and positive effects on the family.ResultsResults confirmed that families with a child with ADHD, ASD or a combination of ADHD and ASD showed higher levels of both negative and positive effects of distance learning than the comparison group. However, few differences were found between the clinical groups. Group differences were more pronounced for older compared to younger children. Regarding the role of both ADHD/ASD diagnosis and EF deficits, primarily children’s EF deficits contributed to high levels of negative effects. Parent EF deficits did not contribute significantly beyond the influence of child EF deficits. Families of children with ADHD/ASD without EF deficits experienced the highest levels of positive effects.ConclusionsSchool closings during COVID-19 have a major impact on children with EF problems, including children with neurodevelopmental disorders. The present study emphasizes that schools should not focus primarily on whether a student has a neurodevelopmental disorder, but rather provide support based on the student’s individual profile of underlying neuropsychological deficits.