أهمية استخدام الأجهزة اللوحية (Ipad) في تنمية بعض مهارات القراءة لدى التلميذات ذوات الإعاقة الفكرية البسيطة من منظور المعلمات = Importance of Using Tablets (Ipad) in Developing Some of Reading Skills for Female Students with Mild Intellectual Disability from Female Teachers' Perspectives

2017 ◽  
Vol 5 (18 Part 1) ◽  
pp. 83-122
Author(s):  
ناصر بن سعد العجمي ◽  
حنان بنت ساير المطيري
Keyword(s):  
Intellectual Disability ◽  
Reading Skills ◽  
Female Students ◽  
Mild Intellectual Disability ◽  
Female Teachers ◽  
Teachers Perspectives

scholarly journals Escape rooms' pedagogical potential from female future teachers’ perspectives

2020 ◽  
Vol 17 (5) ◽  
pp. 104-120
Author(s):  
Coral I Hunt-Gómez ◽  
◽  
Olga Moreno_Fernández ◽  
Pilar Moreno-Crespo ◽  
Mario Ferreras-Listán ◽  
...  
Keyword(s):  
Primary Education ◽  
Female Students ◽  
First Century ◽  
Teaching Methodology ◽  
Future Teachers ◽  
Alternative Teaching ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Teachers Perspectives ◽  
The University

Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment turns into something ephemeral, because there is not a profound examination of the aspects dealt with. This is caused by the enormous quantity of information found that, in many cases, does not reflect reality. In this sense, teachers can find multitasking students that can perform many activities but without reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching process is as significant as possible. Therefore, future teachers should always have tools for keeping students’ attention, as well as to raise interest in the studied subjects. Within these new tools, escape rooms are, because they not only increase students’ motivation but also encourage teamwork and reflexive learning, as the tasks to be solved are complex. However, as male and female present different perspectives towards gamification, in this work, escape rooms have been studied applying a gender perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place intending to analyse future female teachers’ conceptions about escape rooms. A 17-item questionnaire was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning. Students also appreciated that the activity was close to their reality and that it was integrating students’ interests in the Primary Education classroom. The main conclusion of the study is that, even if there is room for improvement and there is a need to make them more appealing to female students, escape rooms are considered an excellent educative resource as well as an adequate alternative teaching methodology.

scholarly journals Comprehensive study of 28 individuals with SIN3A-related disorder underscoring the associated mild cognitive and distinctive facial phenotype

2021 ◽  
Author(s):  
Meena Balasubramanian ◽  
Alexander J. M. Dingemans ◽  
Shadi Albaba ◽  
Ruth Richardson ◽  
Thabo M. Yates ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Protein Function ◽  
Autism Spectrum ◽  
Loss Of Function ◽  
Mild Intellectual Disability ◽  
Related Disorder ◽  
Feeding Difficulties ◽  
Facial Phenotype ◽  
Novel Variants ◽  
Common Behaviour

AbstractWitteveen-Kolk syndrome (OMIM 613406) is a recently defined neurodevelopmental syndrome caused by heterozygous loss-of-function variants in SIN3A. We define the clinical and neurodevelopmental phenotypes related to SIN3A-haploinsufficiency in 28 unreported patients. Patients with SIN3A variants adversely affecting protein function have mild intellectual disability, growth and feeding difficulties. Involvement of a multidisciplinary team including a geneticist, paediatrician and neurologist should be considered in managing these patients. Patients described here were identified through a combination of clinical evaluation and gene matching strategies (GeneMatcher and Decipher). All patients consented to participate in this study. Mean age of this cohort was 8.2 years (17 males, 11 females). Out of 16 patients ≥ 8 years old assessed, eight (50%) had mild intellectual disability (ID), four had moderate ID (22%), and one had severe ID (6%). Four (25%) did not have any cognitive impairment. Other neurological symptoms such as seizures (4/28) and hypotonia (12/28) were common. Behaviour problems were reported in a minority. In patients ≥2 years, three were diagnosed with Autism Spectrum Disorder (ASD) and four with Attention Deficit Hyperactivity Disorder (ADHD). We report 27 novel variants and one previously reported variant. 24 were truncating variants; three were missense variants and one large in-frame gain including exons 10–12.

Access to Curricula in Three School Settings for Students with Severe Intellectual Disability

1992 ◽  
Vol 36 (3) ◽  
pp. 318-327 ◽  
Author(s):  
Carolyn Grbich ◽  
Stewart Sykes
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
Primary Schools ◽  
Female Students ◽  
Special School ◽  
School Settings ◽  
Special Training ◽  
Severe Intellectual Disability ◽  
Educational Placements

The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for special training or for specialised staff to assist them with curricular modification: and that the female students in this group experienced disadvantage in several curricular areas.

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