Coping Strategies of Primary School Students With Specific Learning Disabilities

2017 ◽  
Vol 8 (4) ◽  
pp. 39-52 ◽  
Author(s):  
Karin Bagnato
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Coping Strategies ◽  
Specific Learning Disabilities ◽  
Typical Development ◽  
Primary School Students ◽  
School Students ◽  
Coping Behaviour ◽  
Problematic Situations ◽  
Specific Learning

This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.

Coping Strategies of Primary School Students With Specific Learning Disabilities

2020 ◽  
pp. 356-367
Author(s):  
Karin Bagnato
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Coping Strategies ◽  
Specific Learning Disabilities ◽  
Typical Development ◽  
Primary School Students ◽  
School Students ◽  
Coping Behaviour ◽  
Problematic Situations ◽  
Specific Learning

This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.

scholarly journals Αποτελεσματική διδασκαλία γνωστικού σχήματος προβλημάτων αφαίρεσης σε μαθητές με ειδικές μαθησιακές δυσκολίες με τη χρήση πολλαπλών τρόπων αναπαράστασης της γνώσης

2021 ◽  
Vol 26 (1) ◽  
pp. 160
Author(s):  
Στέργιος Αγγελόπουλος ◽  
Ιωάννης Αγαλιώτης
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Effective Instruction ◽  
Specific Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Cognitive Schemata ◽  
Mathematical Difficulties ◽  
Specific Learning

The present research examines the construction and activation of cognitive schemata corresponding to subtraction-compare and subtraction-equalize math word problems by primary school students with specific learning disabilities. In order to facilitate the participants in developing their cognitive schemata, we utilized multiple ways of knowledge representation (manipulatives, pictures, and arithmetic symbols) in the context of an intervention based on the principles of effective instruction. In order to evaluate the results, assessments were conducted prior and immediately after the implementation of the intervention, as well as three weeks after its completion. It was found that participants performed significantly better in problem solving both after the intervention and at follow-up, proving that they benefited from the instruction they had received. Results are discussed in regard to organizing appropriate instruction for students with mathematical difficulties and disabilities.

scholarly journals Personal Characteristics of Parents with Different Self-Reported Measures of Adaptation Towards Distance Learning Conditions of Their Children

2021 ◽  
Vol 27 (4) ◽  
pp. 166-176
Author(s):  
I. E. Leonova ◽  
◽  
I. А. Ershova ◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Coping Strategies ◽  
Personal Characteristics ◽  
Primary School Students ◽  
School Students ◽  
Coping Behaviour ◽  
Children's Education ◽  
Learning Conditions ◽  
And Coping

The article presents the results of the study of personal characteristics (resilience, anxiety, rigidity and extraversion) and coping strategies of two groups of parents of primary school students — with high and low self-reported measures of adaptation towards distance learning conditions of their children. To identify the factors, that may contribute or impede the adaptation of the parents to the new format their children’s education, the new questionnaire was developed and used in this study. The following methods were used: «Resilience test» (S. Maddy), «Coping behaviour in stressful situations CISS» (adapted by T. L. Kryukova), «Method of self-measure of anxiety, rigidity and extraversion» (following D. Maudsley). The study established that there are differences in levels of resilience and emotionally oriented coping between groups of parents.

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