تصميم بيئة تعلم حاسوبية تفاعلية لتنمية التحصيل العلمي وبقاء أثر التعلم لبعض المفاهيم الحسابية للتلاميذ المعوقين سمعيا بالمرحلة الابتدائية = Design Interactive Computerized Learning Environment for the Development of Educational Attainment and the Survival of the Impact of Learning for Some Computational Concepts for Students with Disabilities Acoustically Primary School

2017 ◽  
pp. 99-124
Author(s):  
سامي عبد الحميد محمد عيسى
Keyword(s):  
Learning Environment ◽  
Educational Attainment ◽  
Primary School ◽  
Students With Disabilities ◽  
The Impact ◽  
Computerized Learning

scholarly journals The Impact of Zero Tolerance Policy on Children with Disabilities

2018 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Mariam Alnaim
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Children With Disabilities ◽  
Zero Tolerance ◽  
Disciplinary Action ◽  
Security Measures ◽  
Zero Tolerance Policy ◽  
The Impact

The Zero Tolerance policy was intended to eliminate learners who are a danger to a learning institution (Henson,2012). The development of this policy was to assist schools with better policing approaches of students conducts byemploying tough disciplinary action and subsequently provide a safer learning environment. While the ZeroTolerance policy sought to reinforce security measures in schools, the students with emotional or learning disabilitiesand behavioral disorders were predisposed to expulsions and suspensions (Henson, 2012). The situation is facilitatedby the all-encompassing nature of this policy as it fails to accommodate the fact that some of the behaviorsdemonstrated by students with disabilities are beyond their control. While some of these behaviors are considered tofall under the zero-tolerance policy guidelines, it subjects this group of learners several disciplinary actions that werenot initially included in addressing their special needs.

scholarly journals Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

2021 ◽  
Vol 6 ◽  
Author(s):  
Jennifer Yu ◽  
Xin Wei ◽  
Tracey E. Hall ◽  
Agatha Oehlkers ◽  
Kate Ferguson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
The Impact ◽  
Science Notebook

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.

scholarly journals Disease and Gender Gaps in Human Capital Investment: Evidence from Niger's 1986 Meningitis Epidemic

2017 ◽  
Vol 107 (5) ◽  
pp. 530-535 ◽  
Author(s):  
Belinda Archibong ◽  
Francis Annan
Keyword(s):  
Human Capital ◽  
Educational Attainment ◽  
Primary School ◽  
Social Inequality ◽  
Capital Investment ◽  
Human Capital Investment ◽  
Gender Gaps ◽  
And Gender ◽  
The Tropics ◽  
The Impact

This paper examines whether disease burdens, especially prevalent in the tropics, contribute significantly to widening gender gaps in educational attainment. We estimate the impact of sudden exposure to the 1986 meningitis epidemic in Niger on girls' education relative to boys. Our results suggest that increases in meningitis cases during epidemic years significantly reduce years of education disproportionately for primary school-aged going girls in areas with higher meningitis exposure. There is no significant effect for boys in the same cohort and no effects of meningitis exposure for non-epidemic years. Our findings have broader implications for climate-induced disease effects on social inequality.

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