Learning Disabled Students Research Articles

Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status

Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral engagement operate differentially for students with and without LDs in a nationally representative U.S. sample ( N ≈ 15,660). Multiple group path analyses demonstrated that associations between third- and fourth-grade achievement were stronger for students with LDs, compared with students without LDs. For children without LDs, engagement mediated all pathways from third-grade to fourth-grade achievement. For students with LDs, engagement only mediated the pathway from third-grade math to fourth-grade reading. Overall, our study emphasizes the crucial role of early achievement for later school success, particularly for students with LDs. We discuss the importance of early intervention to support LD students’ academic achievement and engagement.

The Knowledge of Middle Level Math Teachers Regarding Inclusive Students’ Misconceptions About the Concept of Angle

The authors examined the knowledge of middle level mathematics teachers instructing in inclusive classrooms to the hearing impairments students (HISs) or learning disabilities students (LDSs). The focus was on teachers’ understanding of students’ misconceptions related to the concept of angles. The study aimed to investigate the teachers’ role in identifying the underlying perceptions of misconceptions among HISs and LDSs as well as their ability to offer effective solutions. The mathematics teachers responsible for HISs and LDSs were the subjects of this cross-case study, with the unit of analysis being teachers’ knowledge of misconceptions concerning the concept of angles. Face-to-face interviews were employed to collect data, and subsequent analysis utilized a cross-case approach. The study findings revealed that both groups of teachers encountered numerous misconceptions for the first time. While teachers of HIS (HIST) identified the source of misconceptions as either teachers or students, teachers of LDS (LDST) more frequently attributed misconceptions to teachers and employed various representations to address and dispel these misconceptions. The authors recommended that teachers develop deep understanding of their students and identify potential misconceptions and that they explore diverse methods for taking precautions to prevent misconceptions.

Cognitive and Metacognitive Skills, Maternal Involvement in Education and Mother–Child Relationship Among Mothers of Children With and Without Learning Disabilities

This study aimed to compare the relationship between cognitive and metacognitive skills, involvement in education and mother–child relationship of mothers of children with learning disabilities (LD) and mothers of non-LD children. In this descriptive cross-sectional study, a total of 280 mothers were selected by convenience sampling method. The results showed mothers of children with LD had less cognitive and metacognitive skills, school involvement and quality of mother–child relationship than the mothers of non-LD children. The metacognitive skills play a mediating role in the relationship between cognitive skills and mother–child relationship in mothers of children with LD. Maternal involvement in education also has a mediating role in the relationship between metacognitive skills and the mother–child relationship in both groups of mothers with and without LD students. However, these relationships have more support in mothers of children with LD than in mothers of non-LD children.

Protective and risk factors at school level during the COVID‐19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia

AbstractThe COVID‐19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention‐deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi‐structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.

Potential relations between psychological capital, subjective well-being, and academic adjustment among students with learning disabilities: the value of academic support centres

ABSTRACT We investigated the correlations between psychological capital (PsyCap) and academic adjustment in students with learning disabilities (LD), with a focus on the mediating role of subjective well-being (SWB). We compared LD students receiving support from academic centres to those not receiving support and analysed the disparities in PsyCap, SWB, and academic adjustment. We found significant correlations between PsyCap and both academic adjustment and SWB in LD students. There was a notable disparity in PsyCap, SWB, and academic adjustment between LD students with and without academic centre support. We also discovered a mediating effect of SWB in the relationship between PsyCap and academic adjustment. The findings underscore the importance of PsyCap to academic adjustment and well-being in LD students. Interventions aimed at increasing PsyCap should simultaneously focus on improving SWB to more effectively support LD students in their academic endeavours. The findings suggest the need for educational institutions to provide integrated support systems addressing both academic and psychological needs. The study contributes to understanding the dynamics between psychological resources, well-being, and academic success in LD students. It advocates for inclusive educational policies that integrate psychological support with academic assistance, fostering a more supportive learning environment for LD students.

THE EFFECT OF A STUDENT’S STATUS IN EARLY EDUCATION ON HIS LEARNING DIFFICULTIES IN THE FIRST GRADES IN SCHOOLS IN AL DHAHIRAH GOVERNORATE IN THE SULTANATE OF OMAN

The study aimed to study the effect of a student’s status in the early education stage on his learning difficulties in the first basic stages of education in schools in Al Dhahirah Governorate in the Sultanate of Oman. This study relied on the case study approach represented by a group case study by employing the following tools: (1) interviews (2) official documents and sources (3) case study form. The study population was represented by the students of the first cycle, which includes grades 1-4, numbering 51 schools, of which 10 schools were selected as a sample. The target study sample was chosen from students in the third and fourth grades, where the total number of students in the learning disabilities program in grades (2-4) was 243 male and female students, and the final sample was 100 male and female students out of 243 of the total learning disabilities students. The case study questionnaires were statistically processed through Google Forms by reviewing, analysing, extrapolating and comparing the results with some results obtained from interviews and available official documents related to the sample members. The results indicated that the largest percentage of students performed and interacted very well in the early education stage and that they were healthy in terms of health, and that 22.9% of the sample did not enrol in the early education stage, and among the reasons, 17.1% were related to the financial circumstances of the family that prevented the student from enrolling. In the early education stage. Recommendations for future work: It is necessary to carry out future studies to track other influential factors that the student is exposed to during the first stage of basic education, which may lead to difficulties or learning problems for him, especially those who have previously enrolled in early education.

Psychological Capital, Social Support, and Academic Adjustment of Students with Learning Disabilities: The Value of Institutional Support Centers

Objectives: In this study, we explored the relationships between psychological capital (PsyCap), social support, and academic adjustment in undergraduate students with learning disabilities (LD), comparing those receiving support from university centers to their unsupported peers. PsyCap, comprising hope, efficacy, resilience, and optimism, is a critical determinant in the academic success of students with LD. We assessed the impact of PsyCap and social support on academic adjustment, comparing LD students who visited institutional support centers to those who did not. Methods: The sample included 120 undergraduate students with various LD diagnoses, including attention deficit and hyperactivity disorders. Data were collected using 4 questionnaires. Results: There were statistically significant positive correlations between PsyCap and social support but only among students receiving institutional support. Furthermore, academic adjustment was positively associated with both PsyCap and social support, regardless of institutional support. However, LD students attending institutional support centers showed higher levels of PsyCap, social support, and academic adjustment than their counterparts who did not. Conclusions: The findings suggest institutional support enhances PsyCap-social support relations, underlining the importance of such support systems in educational settings. The study contributes to the understanding of academic adjustment challenges faced by students with LD and underscores the value of targeted support strategies.

Predictors of Academic Self-Efficacy of University Students: Grades, Learning Disabilities and ADHD

Academic self-efficacy (ASE) is a key concept for academic success as individuals with high ASE are, among other things, ambitious, see problems as challenges, focus on solving tasks, therefore have higher class participation and persevere in difficult tasks. Learning disabilities (LD) and ADHD have been found to be related to academic success, specifically the aspect of taking tests and demonstrating knowledge. Studies of ASE in LD and ADHD students have shown it to be lower in those populations. Most research has focused on ASE as a precursor to academic success. Therefore, we wanted to investigate the opposite, namely how prior academic experiences predict ASE. 287 Croatian students, fifty-three of whom had LD and/or ADHD, participated in the online study. ASE in the learning process and in achieving the desired learning outcomes was lower in the LD/ADHD group. Regression analysis showed that failing an exam, university and middle school grades were significant predictors for both ASE facets, with LD/ADHD diagnosis being a significant predictor only for ASE in achieving the desired learning outcome. Previous negative experiences with testing in the LD/ADHD group and overall relatively recent academic experience have a significant role in students’ ASE. Given the importance of academic self-efficacy, the practical implications of these findings point to the importance of supporting students with LD and ADHD during their education.

A PILOT STUDY ON THE PERCEPTION OF SPECIAL EDUCATION’S STUDENTS TOWARDS WORK ABILITY AND SUITABILITY JOB PROFILE

TVET has substantially contributed to the enhancement of students' abilities in the field of special education. In order to ensure the viability of employment proposals for students who will be dealing with learning disabilities students, it is necessary to consider both their capacity to work and the suitability of their skills with the job profile in TVET context. Hence, a pilot study was done to determine the perspectives of students enrolled in special education programmes regarding the suitability of job profiles for individuals with learning disabilities. 31 students enrolled in special education programmes at Universiti Pendidikan Sultan Idris (UPSI) and Universiti Sains Malaysia (USM) were participated in this study. The questionnaire was disseminated via the online distribution method, while the research instrument in this study was derived from prior research. The questionnaire consists of three distinct sections: (i) demographic information, (ii) work ability, and (iii) job profile compatibility. The data was analyzed descriptively and presented in frequency table. The results of this study indicate that the mean value (M=3.71) of work ability is significantly higher. In addition, the result of suitability with the job profile is notably high with the mean value of (M=4.33). This finding illustrates the significance of the individual's ability to perform tasks and the suitability of the job profile in guiding instructional strategies for students with learning disability. This study's findings have the potential to provide practical insights that can enhance Malaysia's special education system. This would ensure that the industry's demand for qualified labour matches the outcomes produced by educational institutions, particularly in the field of special education.

Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

Learning Disabilities (LD) can be categorized into logical, analytical, grammatical, vocabulary, sequential, and inference disabilities. Analysis of such disabilities assists students to identify and strengthen their weak areas. A wide variety of analysis models is proposed by researchers to perform such tasks, but most of these models are highly complex and cannot be scaled for multimodal parameter sets. To overcome these issues, this text proposes a model for correlative assessment of differential usage patterns in students with-or-without learning disabilities via multimodal analysis. The proposed model initially collects real-time inference sets for students with Learning Disabilities (LD) and without LDs. These sets consist of question-specific recorded responses for “Addition,” “Carry Propagation,” “Basic to Advanced Grammar,” “Direct, Inference and Vocabulary Comprehension,” “Finding odd-man-out,” “Sequencing,” and “Pseudo and Sight Spelling” for different question sets. Answers to these questions and their metadata were processed via a correlative engine that assisted in evaluation of correctness, time needed per question per category, number of skips, number of revisits, and unanswered ratio for different students. This evaluation was combined with temporal analysis to identify per-category progress of students. Based on this progress, students were either upgraded to next level or given lower-level questions, which assisted them to incrementally improve their grades. The model proved that the performance of LD students is 55% less than the non-LD students and an average of 18 LD students have achieved an average of 33% of improvement after having multiple attempts of the adaptive lessons. The model uses a correlation function, which enables to identify answering patterns of LD and non-LD students with 98.4% accuracy, thus can be used for clinical scenarios.

Visual Perceptions Skills and its Association with Written Mathematical Communication Skills among Learning Disabilities Students in Jordan.

The present research sought at investigating the association between visual perception skills and written mathematical communication skills among a sample of students with learning disabilities in mathematics in Jordan. This was a cross-sectional correlational study that included a sample of 90 primary-stage students who were diagnosed as having learning disabilities in mathematics. To collect data, the researchers developed two data collection tools; the visual perception skills test (50 items) and the written mathematical communication skills test (6 items). The tests were validated and ensured for reliability before implementation on the original study sample. The data gathered in this study was analyzed using the Statistical Package of Social Sciences (SPSS). The results showed that there was a significant statistical association between visual discrimination and Written mathematical communication skills test (r=0.218), visual closing test and Written mathematical communication skills test (r=0.411), shape relationship perception test and Written mathematical communication skills test (r=0.438), Visual Integration and Spatial Relationship Perception Test and Written mathematical communication skills test (r=0.614), Visual information recall test and Written mathematical communication skills test (r=0.154). The results showed that there was a significant positive association between visual perception skills and written mathematical communication skills (r=0.509). The study ended up with that there is a significant positive association between visual perception skills and written mathematical communication skills among students with learning disabilities in mathematics. The study recommends developing mathematical educational material based on the visual approach and improving these skills among students with learning disabilities to develop their written mathematical communication skills.

Developing of in-service training program for teacher working with gifted learning disabled students

It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.

Predicting Factors in Academic Success for Learning Disabilities Students in Jordan

The current study aimed to identify the factors that predict in the academic success among students with learning disabilities in Jordan. The study adopted the correlational descriptive methodology to achieve the aims of the study. (150) male and female students from eleventh and twelfth grades in Irbid schools were selected, who had previously been diagnosed with learning disabilities and had received specialized programs in resource rooms earlier, and the following measures were used (self-awareness, proactivity, perseverance, goal setting, social support and emotional stability) with the academic success. The results showed a positive correlation between academic success and all of the following: self-awareness, proactivity, perseverance, goal setting, and social support and emotional stability, and the predictive ability for all variables (self-awareness, proactivity, perseverance, goal setting, and social support and emotional stability) in academic success.

Expressive and Receptive Language Problems among Students with Learning Disabilities at Irbid District

The study examined levels of receptive and expressive language among students with learning disabilities at Irbid District. The sample of the study included students with learning disabilities enrolled at resource rooms in the educational directorate of Irbid District in the second semester of the school year 2022/2023 totaling (241) male and female students (132 male, 109 female). The analytical descriptive design was employed. An instrument was developed and administrated which consisted of (25) items measuring receptive and expressive language difficulties. The results of the study indicated that level of receptive and expressive language difficulties among students with learning disabilities at Irbid District was high. There were no statistically significant differences (? = 0.05) due to gender in the two domains and the total score of receptive and expressive language difficulties. The study recommends the need for collaboration among educators and parents to consider the needs of learning disabilities students and that all training, material and moral resources should be provided to develop receptive and expressive language skills among students with learning disabilities.

Using Arcs Model to Develop Motivational Web-Based English Instructional Materials for Learning Disabilities Students in Sabah

Using Arcs Model to Develop Motivational Web-Based English Instructional Materials for Learning Disabilities Students in Sabah

Implementation of Inclusion-Based PAI Learning to Learning Disability Students in Class III SD UNP Laboratory Development

Islamic Religious Education for children with special needs is of course very necessary so that they can carry out religious law and fear Allah SWT. Teaching Islamic religious education to students with special needs has difficult challenges and is full of challenges. Because teachers must also be required to be able to combine inclusive classroom conditions with normal students. Besides that, efforts to achieve efficiency and effectiveness in achieving the goals of Islamic Religious Education certainly also need the right learning strategy. This study aims to determine the learning strategies used by PAI teachers in dealing with Learning Disability students in class III SD Pembangunan Laboratorium UNP. The research method used uses qualitative methods with descriptive qualitative research types. Data collection techniques using the method of observation, interviews, and documentation. The results of this study are that in SD Pembangunan Laboratorium UNP in class III still uses the 2013 curriculum. In teaching PAI teachers adjust learning methods to the needs of students by using the lecture and question and answer method. According to PAI teachers, this is because their only obstacle is learning, not listening. Besides that, PAI teachers prioritize service aspects in implementing PAI learning such as talking to children, providing meaningful experiences, and having adaptive behavior with Learning Disability students.

Perceptions of Learning Disability Students towards Computer Technology as a Learning Tool in Penampang Sabah

Perceptions of Learning Disability Students towards Computer Technology as a Learning Tool in Penampang Sabah

Improve attention and hand coordination of children with learning disabilities using computerized approaches

Computer Assisted Instruction (CAI) is considered as an effective teaching-learning strategy for the effective plan, written and programmed in the computer that can be run in a several computer units and allows every student computer terminal. The instruction are programmed with the implementation of a computer disc (CD) played in audio, video, gaming, drag & drop, and simulation activity of students in their own pace. In the contemporary world the CAI is not underestimated with the instructional computer value. In human body disability is observed as the difficulty of the human body function. In Learning Disability (LD) is heterogeneous disorder groups with significant difficulties in acquisition for listening, speaking, reading, writing and reasoning. This research examined the contribution of CAI on the LD students. The analysis is based on the data collected from the LD diagnosed school students. The data were collected from the Special school in Riyadh in Saudi Arabia with the data collected from 245 sample students. The experimental analysis is conducted for the experimental and control group. The analysis is conducted based on the consideration of three variable such as hand-eye co-ordination, attention and academic performance. The analysis of data expressed that through CAI model the LD student eye-hand co-ordination, attention and academic performance is improved.

Stress Performance Evaluation (SPE) Is a Novel Method of Measuring Physiological Responsiveness to Testing in Children with a Learning Disability

This study’s primary purpose was to determine a method of quantitating the impact of physiological responses to stress on testing performance. We developed the stress performance evaluation (SPE) to calculate the overall stress levels that occur during testing by using the correct answers divided by the percent change in heart rate per day. Here, we first measured whether the SPE equation could predict testing environment and parameters in children with a learning disability (LD). The participants were seventh-grade students, with testing consisting of 100 basic math calculation questions in sixty seconds. Quantitative data was also collected through questionnaires, heart rates, and math fluency probes. The test performance was measured in small and large classroom settings and with paper and pencil (P&P) and online computer tests. Based on our SPE measurements, all LD students performed best in small-group computer testing for correctness and percent change in heart rate, which meant better overall performance. The use of SPE has promise for future testing parameters. The SPE evaluation method might be significant for determining the best testing situation for children with a disability and quantitatively measuring stress responses in advanced students, adults, and other testing scenarios.

Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures

Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers.