واقع عمل فريق البرنامج التربوي الفردي لبرامج ذوي صعوبات التعلم في المدارس الابتدائية من وجهة نظر معلمي ومعلمات ذوي صعوبات التعلم بمدينة الرياض = The Reality of the Work of the IEP Team for Programs with Learning Disabilities in Primary Schools from the Perspective of Teachers and Teachers with Learning Disabilities in Riyadh

2018 ◽  
Vol 6 (23 Part 2) ◽  
pp. 39-71
Author(s):  
الحنو ، إبراهيم عبد الله ◽  
بندر محمد العصيمي
Keyword(s):  
Learning Disabilities ◽  
Primary Schools ◽  
Iep Team

scholarly journals Visual motor integration in children with and without reading disability

2020 ◽  
Vol 11 (4) ◽  
pp. 6486-6489
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Learning Disabilities ◽  
Reading Disability ◽  
Primary Schools ◽  
Peer Group ◽  
Full Range ◽  
Early Years ◽  
Assessment Procedure ◽  
Typically Developing ◽  
Visual Motor Integration ◽  
Visual Motor

Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

scholarly journals Identification of Children with Disabilities in Government Primary Schools of Hyderabad District - Survey

2021 ◽  
pp. 38-45
Author(s):  
V. Ananda Jyothi
Keyword(s):  
Learning Disabilities ◽  
Oral Language ◽  
Primary Schools ◽  
Children With Disabilities ◽  
Developmentally Appropriate ◽  
International Classification Of Functioning ◽  
Personal Factors ◽  
Speech Impairment ◽  
Slow Development ◽  
The Right

Disability can be defined as any limitation or restriction to perform developmentally appropriate activities which are desired by society. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY) defined disability as, “neither purely biological nor social but instead the interaction between health conditions, environmental and personal factors.” It described disability at three levels: 1. An impairment in body function or structure, such as a cataract which prevents the passage of light and sensing of form, shape, and size of visual stimuli;, 2. A limitation in activity, such as the inability to read or move around; 3. A restriction in participation, such as exclusion from school. Children with disabilities require interventions and support, Difficulty in oral language 1. Slow development in speaking words or sentences (also referred to as,late talkers) 2. Pronunciation problems 3. Difficulty learning new words; slow vocabulary growth 4. Difficulty finding the right word to use when speaking 5. Difficulty understanding and following simple (one-step) directions 6. Difficulty understanding questions 7. Difficulty recognizing or learning rhyming words 8. Lack of interest in storytelling. Students with learning disabilities are among the most vulnerable-at chronic risk for "not learning" under the aforementioned conditions, for long-term academic and social problems, and for lifelong debilitating side-effects of their classroom experiences. 30 Government Primary schools from class 1 to 5 were identified in Hyderabad district and 3200 children were screened to identify whether they have hearing and speech impairment, Intellectual Disability, Autism, Attention Deficit Hyperactivity Disorder and learning Ethical norms were followed in this study for collecting the data. Care has been taken to meet the ethical requirements in this research study, during developing the screening camp while discussion with the teachers and children. Out of 3200 children 660 children were identified with different disabilities and referred to the concerned Institutes for detailed evaluation and intervention services. There is an urgent and substantial need to identify as early as possible those young children in need of services. The need for early identification of learning disabilities is highly related to potential.

scholarly journals CLASSIFICATION MODEL FOR LEARNING DISABILITIES IN ELEMENTARY SCHOOL PUPILS

2019 ◽  
Vol 17 (1) ◽  
pp. 9-20
Author(s):  
I. O. AWOYELU ◽  
I. A. AGBOOLA
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Primary Schools ◽  
Binary Classification ◽  
Back Propagation ◽  
Principal Component ◽  
General Term ◽  
Classification Model ◽  
Back Propagation Algorithm

Learning disability is a general term that describes specific kinds of learning problems.  Although, Learning Disability cannot be cured medically, there exist several methods for detecting learning disabilities in a child. Existing methods of classification of learning disabilities in children are binary classification – either a child is normal or learning disabled. The focus of this paper is to extend the binary classification to multi-label classification of learning disabilities. This paper formulated and simulated a classification model for learning disabilities in primary school pupils. Information containing the symptoms of learning disabilities in pupils were elicited by administering five hundred (500) questionnaire to teachers of Primary One to Four pupils in fifteen government owned elementary schools within Ife Central Local Government Area, Ile-Ife of Osun State. The classification model was formulated using Principal Component Analysis, rule based system and back propagation algorithm. The formulated model was simulated using Waikatto Environment for Knowledge Analysis (WEKA) version 3.7.2. The performance of the model was evaluated using precision and accuracy. The classification model of primary one, primary two, primary three and primary four yielded precision rate of 95%, 91.18%, 93.10% and 93.60% respectively while the accuracy results were 95.00%, 91.18%, 93.10% and 93.60% respectively. The results obtained showed that the developed model proved to be accurate and precise in classifying pupils with learning disabilities in primary schools. The model can be adopted for the management of pupils with learning disabilities.  

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

2016 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Adetoun Olubanke Oladele ◽  
Isaac Taiwo Oladele
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Primary Schools ◽  
Whole Language ◽  
Analysis Of Covariance ◽  
Primary School Children ◽  
Control Group ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading

Abstract This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

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