Learning Disabilities In Students Research Articles

The Impact of Training on Teachers' Knowledge and Understanding of Different Learning Difficulties Among Students

This study aimed to evaluate teachers' comprehension and awareness of various learning disabilities in students through experimentation. The research was carried out at Cantt Board Public School, District Kohat, using purposive sampling to choose ten teachers who participated in a two-week training programme. The study employed a pre-test and post-test design with a treatment that included activity-based training and strategies aimed at enhancing the identification and coping mechanisms of students with learning disabilities. The study showed that the training had a significant positive effect on teachers' professional development, allowing them to proficiently recognise and assist students who experience learning challenges. The study recommends the adoption of comparable training programmes in both public and private schools throughout different regions of Khyber Pakhtunkhwa. This study examines the acquisition of essential skills by teachers through training programmes, focusing on their instructional abilities and coping strategies when dealing with students experiencing learning difficulties.

The effect of neurotherapy on the rate of learning disabilities in primary school students

Introduction: Learning disabilities are among the most common problems of children that can seriously damage the present and future life of a child if they are not diagnosed and treated timely. Aim: This study aimed to investigate the effect of neurotherapy on the rate of learning disabilities in students who suffer from this disorder. Method: A quasi-experimental research method with a one-group pretest-posttest design was used. The statistical population of the study consisted of all children with learning disabilities who referred to Imam Hossein (AS) clinic of Yazd (as a clinic affiliated to the Education Organization) in 2017, out of which 23 students were selected using a convenience sampling method. Patients underwent neurotherapy for ten sessions. The tools used in the study included the Colorado Learning Disability Questionnaire (Wilcott et al., 2011) and Quantitative Electroencephalography. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (paired t-test) by SPSS Version 20. Results: The results showed that neurotherapy led to a decrease in the mean total score of learning disorders. As the significance level of paired t-test (p≤0.05) was less than 0.05, it could be said that reading disorders, social cognition problems, social anxiety, spatial and mathematical difficulties in students have significant differences in the pre-test and post-test. Conclusion: According to the results, neurotherapy can be used as a method for the treatment of reading disorders, social cognition problems, social anxiety, and spatial and mathematical difficulties, and it can improve learning disabilities.

Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

The use of therapeutic untruths by learning disability nursing students.

Background:The use of therapeutic untruths raises a number of ethical issues, which have begun to be explored to some extent, particularly in dementia care services, where their use has been found to be high. Little is known, however, about their use by health professionals working in learning disability services.Research question:The study aimed to explore the frequency of use of therapeutic untruths by student learning disability nurses, and by their colleagues; how effective the students perceived them to be as a means of responding to behaviours that challenge; and their level of comfort with using them.Research design:A correlational design was used to gather data from an online version of the Best Interest Scale, adapted for a learning disability context. Participants were 30 learning disability student nurses (female = 28, ages 18–48 years, M = 26.8, standard deviation = 7.3) studying at a university in the North-East of England.Ethical considerations:The study was reviewed and received ethical approval from the first author’s university ethics committee.Findings:Overall, 96% of participants reported using therapeutic untruths. ‘Omission’ was the most frequently used type of therapeutic untruths, the most effective and the type that the students felt most comfortable using. Frequency of use of therapeutic untruths correlated significantly and positively with perceived effectiveness and the level of comfort that the students felt when using them, for all types of therapeutic untruths.Conclusion:The use of therapeutic untruths by the student nurses was consistent with that found in research in dementia care services in the United Kingdom and abroad. Further research to explore the generalisability of the results to the wider context of learning disability services is needed. The study highlights that there may be a need for more formal guidance and educational input to student nurses in the use of therapeutic untruths with people with a learning disability.

Students' Learning Disability of Elementary School in Tangerang

This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.

Diagnosis of student learning difficulties on learner development studies

Learning difficulties could be caused by inside and outside factors of human beings. Learning difficulties could affect student learning success. Learning difficulties should have known from the beginning so that it can be anticipated by educators and learners through the efforts of diagnosis. The aim of this study is to determine the lecture material that is difficult to understand by the students, factors that cause learning disabilities in students, the percentage of students learning difficulties of external factors on Learner development studies. This research is a qualitative descriptive. Qualitative data that obtained to be described to give the real condition. Quantitative data of test results during the middle of the first and the second half used to assist data reduction. The analysis used to adapt from qualitative research, those are data reduction, data presentation, and drawing a conclusion. These results indicate that the material considered the most difficult by the students are the implications of the growth and development of learners. Learning difficulties during learner development studies caused by internal factors such as the physical condition, motivation to learn, how to learn, and social relationships. There are three difficulties external factors affect students learning such as teaching methods, resources and learning materials, lecture hours.

IMPROVING MOTIVATION, LEARNING EFFICIENCY UTILIZING RINFO AND IME (A CASE STUDY OF HIGHER EDUCATION RAHARJA)

Student learning motivation is one aspect to obtain good learning outcomes. With good learning outcomes, the application of the knowledge gained will be useful for students. the current application of the system of teaching in an evening class Raharja university been computerized for the submission of learned, but it had not been optimal and efficient because of teaching materials that can not be obtained from anywhere and at anytime as well as teaching and learning activities and discussions carried out only in the class so that students tend to be saturated and show the emotional symptoms such as lack of zeal in carrying out lectures, so that suggests a self learning disabilities in students. learning difficulties allegedly closely associated with the motivation to learn owned. Thus the need for a new learning method is applied so that students can termotiviasi and efficiency in learning. In this study the application of the system of learning that will be used is to utilize Rinfo in the adoption of Gmail and iMe in the adoption of Wordpress so that lessons learned are easily digested and fun and will make students more motivated to learn determination of students to be more active. Liveliness characterized by the activity of the post and comment on the iMe so that it can be measured with a dashboard on the front page of an iMe Class which will be a medium for decision support lecturers to give the value of the assignment to students. for the research method used is qualitative, to examine the population or sample data collection using research instruments, analysis of quantitative data which will then be tested for validity and reliability so that we can conclude effect of the use Rinfo and iMe in increasing motivation and efficiency of learning in students.
 Keywords: Motivation, Rinfo and iMe, Learning Outcome.

Role of Play Therapy on Aggression and Learning Disabilities in Students: A Quasi-Experimental Design

Objective: This study was performed to evaluate the effectiveness of play therapy on children aggressive and spelling disorders. Method: Quasi-experimental design is a type of pre-exam and posttest with control group. The Samples of this research consisted of 24 male and female students who were selected according to the entering criteria of this study and based on the available sampling method in the second district of Tehran. In this study was used an aggressiveness Shahim questionnaire and self-made dictation test to collect the data. Results: Data analysis indicated that play therapy was reduced the aggression of children in post test of experimental group and could improve their spelling disorder. Overall, results showed the importance and effectiveness of play therapy on aggression and spelling disorder. Conclusion: The results indicated that the uses of play therapy as an effective method and without adverse effects are useful in clinical centers of reducing aggression and improving spelling disorder.

Applying Response to Intervention to Identify Learning Disabilities in Students With Visual Impairments

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI.

English

OBJECTIVE: Identify the prevalence and type of specific learning disabilities in students with poor scholastic performance. Screen the students with specific learning disabilities for anemia. DESIGN: Simple Random Sampling method. SETTING: Government and semi-aided schools in the city of Mysore. DURATION OF STUDY: 4 months from August 2010 to November 2010. PARTICIPANTS: Students who satisfy the criteria for poor scholastic performance, which is, scoring less than 45% marks or equivalent grades for the past 2years or more aged between 812 yrs. METHODS: Students were administered NIMHANS Index for Specific Learning Disability (SpLD). RESULTS: On physical examination to check signs of anemia it was found that pallor was present in 33 out of 41 subjects (80.5%) and the percentage of girls and boys having pallor is almost the same. On assessing learning parameters it is found that in performance of the normal subjects, number of mistakes, omissions and correct cancellations increased as the standard of the subject increased. In reading, out of all the subjects only 2 had learning disability and 4 had learning difficulty. 24 subjects had learning difficulty in mathematics and 2 students had learning disability in mathematics. All subjects except 2 had adequate auditory memory. Most subjects have a learning difficulty in mathematics. 22 subjects were having a specific learning difficulty and 2 subjects specific learning disability. Subjects were having moderate anemia. CONCLUSION: Specific learning disability and micronutrient deficiency screening should be done in children with poor scholastic performance. Timely treatment and support mechanisms should be provided for these children.

The nature and effectiveness of learning disability services for college students.

This article summarizes the research literature that describes the nature and effectiveness of services that are provided to college students with learning disabilities. Six categories of services are described: assistive technologies and programs, program modifications, therapy and counseling, strategy training, direct academic assistance, and interventions designed to strengthen weak academic skills. Nearly all of the literature that was examined fell within the first 5 categories, with only 3 studies describing efforts to directly improve the academic performance that identified a student's learning disability. In addition, there is almost a total lack of evidence showing that any of the first 5 categories of services resulted in improved academic performance. There was, however, evidence that attempts at improving academic skills resulted in improved academic performance. The article concludes with a discussion of the role that learning disability services should play in a college environment.

Determining Learning Disabilities in Students with Low Vision

Students with low vision who experience academic difficulties despite the incorporation of adaptations, modifications, and specialized instruction in their educational programs may also have undiagnosed learning disabilities. This article examines one student's performance and the methods that his multidisciplinary team used to document a dual diagnosis of low vision and learning disabilities.

Prevalence of Learning Disabilities at Enrollment in Special Education Students with Behavioral Disorders

The prevalence of learning disabilities (LD) was studied in a sample of 233 students aged 6 to 16 years who were newly identified with behavioral disorders (BD). Using a battery of the WISC-R and the WJPEB achievement tests (i.e., reading, mathematics, and written language), occurrence was determined for four LD definitions: state, ability-achievement, regression-based ability-achievement, and low achievement. The mean Full Scale IQ for the students was 99.0. Over all, 53.2% met at least one LD definition, ranging from 15.9% for low achievement to 42.9% for regression. Almost one-quarter showed overlapping between low achievement and discrepancy definitions. Age, gender, and race had few significant effects on the LD frequencies, and no single achievement area predominated. The need for thorough testing for LD in students with BD at both initial evaluation and subsequent reevaluations is discussed, as well as the subsequent delivery of sufficient LD services.