Review of Assessment: Assessment in special and remedial education (4th ed.).

1989 ◽  
Vol 4 (3) ◽  
pp. 227-229
Author(s):  
Bruce A. Bracken
Keyword(s):  
Remedial Education

Tahap Keupayaan Kognitif Bacaan Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas

Sains Insani ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 81-87
Author(s):  
Nurul Haniza Samsudin ◽  
Puteri Roslina Abdul Wahid ◽  
Salinah Ja’afar ◽  
Mohammad Tawfik Yaakub
Keyword(s):  
Qualitative Methods ◽  
Language Learning ◽  
Cognitive Ability ◽  
Reading Fluency ◽  
Remedial Education ◽  
Cognitive Skill ◽  
Ability Level ◽  
Letter Sounds ◽  
Research Findings ◽  
Quantitative And Qualitative Methods

This article discusses the reading cognitive ability in Malay Language learning among remedial education children. The cognitive ability among these children was tested based on several reading aspects which include the skills of recognizing or detecting, understanding, and applying as outlined in Bloom’s Taxonomy. This research utilized both the quantitative and qualitative methods in collecting the data. The subjects selected involved eight Standard Three students who were undergoing the remedial class in Puchong, Selangor. The instruments used included both oral and non-oral tests. The research findings indicate that the ability to apply appears to be the most acquired cognitive skill among the subjects (99.58%), followed by the abilities to understand (95.36%), and to remember (95.8%). These findings portray that special remedial children’s cognitive ability level is not only measured from the aspect of reading fluency, but also their abilities in recognizing letters, understanding letter sounds, and applying grammar skills. Keywords: cognitive ability, Malay Language learning, remedial education children ABSTRAK: Makalah ini membicarakan tentang tahap keupayaan kognitif bacaan dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Keupayaan kognitif dalam kalangan kanak-kanak pemulihan khas diuji berdasarkan aspek bacaan, iaitu dengan mengaplikasikan kemahiran mengenal pasti, memahami, dan mengaplikasi seperti yang terdapat dalam Taksonomi Bloom. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lapan orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Puchong, Selangor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dapatan kajian ini menunjukkan bahawa keupayaan mengaplikasi merupakan keupayaan yang paling dikuasai oleh subjek kajian dalam kemahiran kognitif, iaitu sebanyak 99.58 peratus, diikuti oleh keupayaan memahami 95.36 peratus, dan keupayaan mengingat 95.8 peratus. Dapatan kajian ini menunjukkan bahawa tahap keupayaan kognitif kanak-kanak pemulihan khas bukan hanya diukur daripada kelancaran bacaan sahaja, malah keupayaan mengenal pasti huruf, memahami bunyi huruf, dan mengaplikasi tatabahasa turut diambil kira. Kata kunci: kognitif bacaan, kanak-kanak pemulihan khas, pembelajaran bahasa Melayu

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

scholarly journals Predictors of cognitive, behavioural and academic difficulties in NF1

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S243-S243
Author(s):  
Kavitha Chinnappa Ramamurthy ◽  
Marie-Maude Geoffray ◽  
Louise Robinson ◽  
Lauren Manderson ◽  
Julieta O'Flaherty ◽  
...  
Keyword(s):  
Remedial Education ◽  
Clinical Sample ◽  
Risk Groups ◽  
Neurological Complications ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Academic Difficulties ◽  
The North ◽  
Cognitive Behavioural ◽  
The Uk

AimsThe aim of this study is to systematically investigate the demographic and disease predictors of cognitive and behavioural phenotype in the largest cohort of children with NF1 published to date. Based on previously published research, we examine the potential role of demographic predictors such as age, sex, SES, parental NF1 status as well as the neurological complications such as epilepsy and brain tumours in NF1 associated cognitive/ behavioural impairments.MethodIn this cross-sectional study design, participant data were drawn from two large databases which included (i) A clinical database of all patients with NF1 seen in a clinical psychological service from 2010 to 2019 and (ii) A research dataset from two previously published studies (2,8). The complex National NF1 service based within Manchester regional genetic services is set up for individuals with complex NF1 (https://www.mangen.co.uk/healthcare-professionals/clinical-genomic-services/nf1/) in the North of the UK. Children were referred to the psychological services by NF1 clinicians if psychological assessment was warranted based on parental reports. In order to reduce clinic referral bias, the clinical sample was supplemented by including participants that were seen solely for the purposes of research studies within our centre.ResultRelative to population norms, 90% of the NF1 sample demonstrated significantly lower scores in at least one cognitive or behavioral domain. Family history of NF1 and lower SES were independently associated with poorer cognitive, behavioral and academic outcomes. Neurological problems such as epilepsy and hydrocephalus were associated with lower IQ and academic skills.ConclusionCognitive and behavioural phenotypes commonly emerge via a complex interplay between genes and environmental factors, and this is true also of a monogenic condition such as NF1. Early interventions and remedial education may be targeted to risk groups such those with familial NF1, families with lower SES and those with associated neurological comorbidities.

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