واقع مشاركة المرشد المدرسي في الخطة التربوية الفردية لطلاب ذوي صعوبات التعلم بالمرحلة الابتدائية = The Reality of Counselor in the Individual Educational Plan for Students with Learning Disabilities in Primary Education

2019 ◽  
Vol 9 (31 Part 1) ◽  
pp. 145-184
Author(s):  
عبد العزيز سالم المالكي ◽  
إبراهيم عبد الله عبد العزيز الحنو
Keyword(s):  
Learning Disabilities ◽  
Primary Education ◽  
Students With Learning Disabilities ◽  
Educational Plan ◽  
Individual Educational Plan ◽  
The Individual

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

scholarly journals Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

2020 ◽  
pp. 201-213
Author(s):  
Joanna Skibska
Keyword(s):  
Learning Disabilities ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Visual Learning ◽  
Educational Needs ◽  
Individual Student ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Student Groups ◽  
The Individual

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

Creative Self-Efficacy: An Essential Transition Skill for Students With Learning Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Jennifer Elaine Smith
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Creative Thinking ◽  
Individual Student ◽  
Students With Learning Disabilities ◽  
Questioning Techniques ◽  
The Individual ◽  
Creative Self ◽  
High Level ◽  
Creative Thinking Ability

The ability to think creatively is a vital transition skill for students with learning disabilities in the 21st century. Participation in careers with a high level of creative thinking ability not only sets the individual student up for success, but also the community in which they live. Creative self-efficacy is the belief in one’s ability to be creative and is a basic component of creativity. A positive relationship is indicated between higher creative self-efficacy and higher creative production. Thus, the development of a positive creative self serves as a supportive element for students with learning disabilities in their current and future endeavors. This article describes the importance and need for creative thinking and creative self-efficacy development in education and suggests the use of questioning techniques as a strategy for developing these important skills when working with students with learning disabilities.

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