Search

Although parental involvement is known to be crucial for the academic and social development of students, especially those with learning difficulties, little is known about the relationship of schools’ invitations with parents’ motivational beliefs. A sample of N = 881 German parents of secondary school students, of which N = 119 were identified as parents of children with learning difficulties, participated in the study. Structural equation models were analysed to examine how different aspects of family–school partnerships are related to parental motivational beliefs. Our findings suggest that a welcoming culture and the quality of parent-teacher collaboration are positively associated with higher parental motivation, regardless of students’ learning difficulties. These results highlight the need for inclusive secondary schools to foster not only individual contacts between teachers and parents but also a positive and welcoming school culture. [ABSTRACT FROM AUTHOR]

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students with SpLD. Past observational studies have shown a disconnect between recommended reading practices and actual teaching approaches, often leading to a neglect of crucial skills like vocabulary, reading fluency and reading comprehension instruction for this student population. The current study aimed to bridge this research‐to‐practice gap, involving educators in programme development to ensure its effectiveness and practicality. Findings from interviews with five TAs indicate a strong need for comprehensive programmes that integrate various reading skills. The open educational reading programme received positive feedback from TAs, highlighting its role in engaging students and supporting active participation. This research underscores the significance of translating scientific insights into practical, transformative educational resources, emphasising the critical role of public engagement in advancing reading education. Additionally, this study emphasises the imperative of developing educator‐oriented programmes that are research‐based and easily accessible, thereby enhancing the practical application of scientific knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Youth with functional neurological symptom disorder (FNSD) often perceive themselves as having limited capabilities, which may not align with clinical evaluations. This study assessed the disparities between clinician evaluations and patient-reported outcome measures (PROMs) regarding pain, motor function, and learning difficulties in youth with FNSD. Sixty-two youths with FNSD participated in this study, all of whom reported experiencing pain, motor problems, and/or learning difficulties. Clinicians also assessed these domains, resulting in a two-by-two categorization matrix: (1) agreement: child and clinician report ''problems''; (2) agreement: child and clinician report ''no problems''; (3) disagreement: child reports ''problems'' while the clinician does not; and (4) disagreement: clinician reports ''problems'' while the child does not. Agreement/disagreement differences were analyzed. No significant differences in prevalence were observed between the evaluators regarding pain (clinician-85%, child-88%), motor (clinician-98%, child-95%), or learning problems (clinician-69%, child-61%). More than 80% of the children and clinicians report pain and motor disorders. Instances in which children and clinicians reported learning problems (40.3%) exceeded cases in which both reported no problems (9.6%) or only the child reported problems (20.9%). Overall, the agreement between pain and motor function assessments was high (>90%), whereas that concerning learning difficulties was moderate (49.9%). Disagreement in pain/motor assessments was minimal (20%). In conclusion, a significant concordance exists between PROMs and clinician assessments of pain and motor problems. However, the higher frequency of disagreements regarding learning difficulties emphasizes the importance of incorporating patient and clinician evaluations in pediatric FNSD treatment.

The experimental research design was used in this study. The findings of this study revealed that using a game-based teaching approach is better than using a traditional teaching approach in improving the performance of the respondents, as demonstrated by higher post-test scores. The game-based approach led to a significant increase in the performance of the respondents. On the other hand, employing a traditional teaching approach demonstrated no significant difference between the post-test scores and the pre-test scores of the respondents. Further, the study also conducted an independent-sample T-test to compare the mean scores of two groups of respondents: one group taught using a game-based approach and the other using a traditional approach. Using an independent-sample T-test, the study further revealed that the mean score of the respondents taught using a game-based approach is significantly higher than the mean score of the respondents taught using a traditional approach. These findings indicate that using a game-based teaching approach is better than a traditional teaching approach to enhance the learning outcomes of the students. Future researchers should conduct longitudinal studies and comparative assessment to assess the effectiveness of game-based approach as a learning intervention across different subject areas and grade levels. [ABSTRACT FROM AUTHOR]

This study aims to identifying learning difficulties from reviewing material and factors causing learning difficulties faced by Madrasah Ibtidaiyah Teacher Education study program in online lectures basic concepts of biology. The research particiants were 80 third-semester in 2021/2022 academic year. The research method used quantitative. The data collection technique in this study is a survey technique. The research instrument is a questionnaires were made to collect student data regarding learning difficulties in basic concepts of biology and the factors that cause student learning difficulties. Questionnaires were given to students via a google form. The data analyzed by descriptive statistics and used as reference data to determine the learning difficulties faced by students in the form of subject matter, internal and external factors causing learning difficulties. The results showed: a) In online lectures on basic concepts of biology, the material that students consider the most difficult is genetics, b) Internal factors that cause learning difficulties are lack of preparation before lectures, too much memorization, lack of self-motivation, physical tiredness, and laziness to read the material, c) External factors that cause students’ learning difficulties in basic biology concepts lectures, namely lectures resources and materials, lecture facilities, lecture strategies, lecture environment, and lecture hours.

This scoping review aims to consolidate the research that has been conducted on fractional learning challenges, with a particular emphasis on the various student groups, intervention strategies, outcomes, and specific learning problems. The research finds essential research topics and relevant papers and extracts data in order to gain an understanding of the intricate nature of fraction learning. The technique utilized in this study is a five-stage process. The preliminary literature searches produced a total of twenty-three articles, seven of which were chosen for a more in-depth examination. These publications covered a variety of themes, including the effectiveness of manipulatives, strategies for accommodating students who struggle with mathematics, focused training interventions, and instructor guidance. The findings of this research shed light on the myriad of difficulties associated with learning fractions. These difficulties range from basic conceptual and procedural comprehension to unique educational obstacles for a wide variety of student populations, including those with learning disabilities. The study focuses on a variety of intervention tactics, such as accommodations, strategic training, and the utilization of manipulatives, with the objective of enhancing problem-solving abilities, conceptual comprehension, and procedural proficiency in fractions. This all-encompassing examination highlights the ubiquity of misconceptions and the necessity of explicit training. It also highlights the usefulness of direct instruction, strategic education, and problem-solving exercises in improving students' comprehension of fractions. In order to overcome problems in learning fractions and to improve mathematical education, the findings advocate for the continuation of research and the incorporation of effective pedagogical approaches.

The study conducts a systematic review of relevant literature focusing on equipping educators to provide learning support in education. Electronic databases were searched for articles published from January 2012 to December 2022. This review incorporated nine articles that met the inclusion criteria, which indicates the paucity of international literature on equipping educators through learning support. Four levels of review – namely, identification, screening abstracts, eligibility and inclusion – were employed utilising the extracted findings. Extracted data underwent a descriptive meta‐synthesis incorporating qualitative description of the findings extracted from the included articles. A narrative analysis was conducted on the emerging themes derived from the findings of the included articles. The findings showed a variety of challenges faced by educators in providing learning support within the educational field, particularly in terms of resources, professional development and training programmes, collaboration and communication. This review contributes to the existing body of literature through its focus on equipping educators through learning support. [ABSTRACT FROM AUTHOR]

This qualitative study explored the school perceptions of Icelandic students with learning difficulties, factors affecting their academic progress and well-being, and how their views developed over time. The purpose of this study was to gain knowledge to assess the school experience of children with learning difficulties in Iceland. Semi-structured individual interviews were conducted with five students repeatedly over a period of three school years. A qualitative, reflexive thematic analysis was used to develop themes from students’ answers over time. The interviews revealed that participants’ general well-being in school appeared to be connected to peer acceptance and friendships. While participants generally held positive attitudes towards school, they developed a negative attitude towards homework as they grew older. The students’ perceptions of their schooling underscored the importance of listening to students’ preferences regarding their studies and identifying what can support their well-being. [ABSTRACT FROM AUTHOR]

This study explores how capable young children are of thinking about a potential future that uses DNA screening to assess an individual's likelihood of experiencing learning or behaviour difficulties. Puppets and a scenario-based approach were used to ask children aged 4–10 (n = 165) whether they thought DNA screening might be helpful or harmful. A content analysis derived six categories: (1) 'Worried about being – and being seen as – different'; (2) 'Beliefs about the origins of learning and behaviour'; (3) 'Testing is harmful'; (4) 'Testing could help'; (5) 'How soon is too soon for testing?'; and (6) 'What's the point?'. Findings indicate young children, as key stakeholders, can make useful contributions to public debate in this important and controversial area. [ABSTRACT FROM AUTHOR]

During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils. [ABSTRACT FROM AUTHOR]

This study aimed to systematically review evidence of the association between learning disorders, motor function, and primitive reflexes in preschool children. Seven databases were systematically searched (EMBASE, CINAHL, Academic Search Complete, Medline, PsycINFO, ScienceDirect, and Cochrane) with no restrictions. Inclusion criteria were full text peer-reviewed articles reporting new empirical data, assessing any two of three phenomena in preschool children: learning disorders, motor function, or primitive reflexes. Intervention studies or studies examining congenital, chromosomal or acquired neurological, or pathological conditions and prematurity were excluded. Included papers (n = 27) were assessed for methodological quality by the Hoy et al. Risk of bias tool. Learning and motor function were assessed in all except two articles and motor deficits found to be associated with speech/language and executive function as well as several areas of academic performance. Three studies included primitive reflexes, with high levels of the asymmetrical tonic neck reflex positively correlated with fine motor skills, "school readiness" and "impulsivity, hyperactivity and inattention." Caution must be used when interpreting the review results due to significant study heterogeneity. Further research is needed to further understand common underlying mechanisms that may inform earlier diagnostic methods for these three phenomena. PROSPERO: CRD42021265793 [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused various learning difficulties for students, including English language learning. Therefore, proper handling is needed to resolve these difficulties. This study aims to describe the handling of school principals, teachers, and parents in addressing English language learning difficulties of junior high school students during the COVID-19 pandemic. Data was collected through structured interviews with informants who are school principals, teachers, and parents of students at SMP Negeri 1 Tikala and analyzed using the Miles and Huberman qualitative analysis scheme, with stages of data collection, data reduction, data exposure, and conclusion drawing. Based on the interview with the school principal, handling was done by providing data quota assistance for teachers and students, providing free Wi-Fi in the school area, issuing policies for learning that can be done both online and offline. Based on the interview with teachers, handling was done by providing motivation to students through ice breaking activities and rewards, personal communication with students who have problems, presenting lessons using fun methods. Based on the interview with parents, handling was done by providing supporting facilities for student learning such as communication tools or tools that support English language learning, providing guidance to students, communicating with teachers to understand the student's progress, and finding solutions to any difficulties experienced by the students [ABSTRACT FROM AUTHOR]

Introduction: The introduction of inclusive education in primary schools has raised many questions about the impact of teachers' role model behavior on the social participation of students with learning difficulties. Based on the "theory of social referencing," this study examines whether students' attitudes toward peers with learning difficulties are predicted by perceptions of their teachers' role model behavior and the quality of the student-teacher relationship in the classroom. Methods: A questionnaire was completed by N = 753 primary school students regarding their perceptions of the student-teacher relationship, their attitudes toward peers with learning difficulties, and their perceptions of teacher behavior toward students with learning difficulties. Results: The results of a structural equation model indicate that students' attitudes toward peers with learning difficulties can be explained significantly by their perceptions of teacher behavior and their perceptions of the quality of the student-teacher relationship in the classroom. The effect of students' perceptions of teacher behavior on their attitudes toward peers with learning difficulties is mediated by their perceptions of the student-teacher relationship. Thus, students focus more on teacher behavior when they perceive a positive student-teacher relationship. Discussion: Our findings emphasize the importance of teachers' role model behavior in inclusive classrooms and offer opportunities to enhance the social participation of students with learning difficulties in inclusive primary school education. [ABSTRACT FROM AUTHOR]

For several engineering disciplines, including civil engineering, mechanical engineering, architectural engineering, and others, engineering drawing (ED) is a mandatory subject. Problem solving in engineering drawing requires a complex integration of knowledge and spatial abilities. However, students don't automatically learn these problem solving skills within the standard engineering curriculum. Identification of learning difficulties is a primary step in designing teaching-learning aids for students and teachers. While some learning challenges have been reported, there are fewer studies on identifying learning difficulties in solving these from the students' and teachers' perspectives. In this paper, we investigate the students' difficulties in solving the engineering drawing problems. Here we present qualitative studies focusing on students' learning difficulties in different engineering problem solving contexts, including data collected from five cohorts of novice learners, advanced learners, and ED teachers. The qualitative analysis of the data resulted in identifying the difficulties that students have while performing ED problem solving tasks. The identified difficulties were mainly related to knowledge deficits and challenges in performing higher order cognitive tasks. Data analysis helps to elaborate on these difficulties and discuss the relationships among them. We also discuss the implications of our results on teaching-learning of ED problem solving. [ABSTRACT FROM AUTHOR]

Objective: Children with specific learning difficulties (SLD) experience deficits in academic performance as well as problems in gross and fine motor skills, balance and motor coordination. Core muscles help maintain balance by providing trunk stabilization. For this reason, the aim of our study was to examine the relationship between core muscle endurance and balance in children with SLD. Methods: 15 children with SLD between the ages of 7 and 14 participated in the study. McGill trunk endurance tests were used to evaluate the endurance of the core muscles, and Romberg Test, One-Leg Standing Test, Flamingo Balance Test, Single-Leg Squatting Test, Functional Reaching Test, Timed Up and Go Test were used to evaluate balance. Results: In children with SLD, there was a negative relationship between the endurance of the muscles performing trunk flexion and the Flamingo Balance Test (r=-0.499; p<0.05) and a negative relationship between the endurance of the muscles performing left lateral trunk flexion and the Flamingo Balance Test (r=-0.495; p<0.05) was found. With the Single Leg Squat Test, there was a positive relationship with the endurance of the muscles performing the right lateral trunk flexion (r=0.586; p<0.05), and a positive relationship with the endurance of the muscles performing the left lateral trunk flexion (r=0.538; p<0.05). found. A positive relationship was found between the Timed Up and Go Test and the endurance of the trunk flexion muscles (r=0.562; p<0.05), and a positive relationship was found between the endurance of the left lateral trunk muscles (r=0.504; p<0.05). Conclusions: In children with SLD, a relationship was found between PDT, TBST, SKST performed for balance evaluation and the endurance of core muscles. As a result of our study, it was found that there is a relationship between core muscle endurance and balance parameters in children with SLD. [ABSTRACT FROM AUTHOR]

This mixed method study, explanatory follow-up design, aimed to find out the K to 12 teachers' inclusive classroom assessment practices, and challenges. The first phase of the study involved 136 randomly selected teachers in one of the Public Schools District in Iloilo City. After the results of the quantitative part were analyzed, six informants from the same sample were chosen using inclusion criteria to participate in the qualitative phase. The analysis of means, and standard deviation has shown that K to 12 teachers frequently practice inclusive and universal design, and adaptation and additional adjustments strategies. However, they sometimes practiced alternative assessment strategies. Furthermore, teacher-related, educational environment-related, and child-related factors were moderate challenges for teachers in general. Moreover, extremely rated practices, and challenges were reported and discussed. Through thematic analysis, the written narratives, the follow-up interview, and the archival search revealed themes that represent teachers' notable experiences in inclusive classroom assessment. These themes expand and explain the quantitative data: improved teaching and validated learning; gave equal opportunities for all; accommodated through designs; scaffolded through adjustments; and challenged yet fulfilled. Recommendations for teacher training, school administration, policy development, and future research were presented in light of the findings. [ABSTRACT FROM AUTHOR]

Introduction: Assistive technologies for learning are aimed at promoting academic skills, such as reading and mathematics. These technologies mainly embrace mobile and web apps addressed to children with learning difficulties. Nevertheless, most applications lack pedagogical foundation. Additionally, the task of selecting suitable technology for educational purposes becomes challenging. Hence, this protocol posits the psychophysiological assessment of an online method for learning (OML) named Smartick. This platform comprises reading and math activities for learning training. In this protocol, individual monitoring of each child is proposed to determine the progress in learning caused by Smartick. Methods and analysis: One hundred and twelve children aged between 8 and 12 who present reading or math difficulty after a rigorous psychometric evaluation will be recruited. The study comprises four sessions. In sessions 1 and 2, collective and individual psychometric evaluations will be performed, respectively. Reading and mathematical proficiency will be assessed, as well as attentional levels and intellectual quotient. Subsequently, each child will be semi-randomly assigned to either the experimental or control groups. Afterward, a first EEG will be collected for all children in session 3. Then, experimental groups will use Smartick for 3 months, in addition to their traditional learning method. In contrast, control groups will only continue with their traditional learning method. Finally, session 4 will consist of performing a second psychometric evaluation and another EEG, so that psychophysiological parameters can be encountered that indicate learning improvements due to the OML, regardless of the traditional learning method at hand. Discussion: Currently, few studies have validated learning improvement due to assistive technologies for learning. However, this proposal presents a psychophysiological evaluation addressed to children with reading or math difficulties who will be trained with an OML. [ABSTRACT FROM AUTHOR]

UK government policies over several decades have sought to actively encourage disabled people to take up paid employment, most recently by focusing on the 'gap' between employment rates of disabled and non-disabled people. These policies implicitly assume a clear distinction between people who are and are not disabled, linked to medically-oriented, hierarchical notions of deservingness. They also assume that people who need support will self-identify. This article explores factors that undermine those assumptions or expose their contradictory effects. It presents findings from qualitative research with people with mild learning difficulties, discussing their perceptions of disability and how they negotiated an ever-shifting balance of consequences of identifying as disabled or disclosing needs, linked to risks and experiences of prejudice, discrimination and exclusion. Government policy to support disabled people into paid work suggests that it is obvious who is and who is not disabled. This research looks at what disability means for people with mild learning difficulties who are looking for paid work. People with mild learning difficulties sometimes view themselves as disabled but sometimes refuse that label, even when they accept that they need support. The research participants gave a wide range of reasons for accepting or rejecting the label of disability. They showed how they balanced hopes for support against fears of rejection or abuse, based on their personal experiences. [ABSTRACT FROM AUTHOR]

We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 – 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Geometry is a branch of mathematics that deals with the properties of space, including distance, shape, size, and the relative position of figures. It is one of the oldest branches of mathematics and has applications in various fields such as science, art, architecture, and even in areas seemingly unrelated to mathematics. Studies show that working memory and spatial perception contribute to students' geometry performance. This paper presents multiple studies demonstrating the brain regions activated when solving geometric problems. Interestingly, the brain areas activated when solving algebraic problems are different from those activated when solving geometric problems. Finally, multiple studies are presented that indicate students with learning difficulties lag in geometry, as solving geometric problems requires good reading and arithmetic skills.

Background: University students must learn rapidly and handle complex academic concepts, making it crucial to understand the prevalence of learning difficulties in this population. This study determines the prevalence and factors associated with learning difficulties among university students. Methods: This cross-sectional correlation study was conducted at Universiti Malaysia Sarawak and involved 546 undergraduate students using self-administered questionnaires. IBM SPSS version 28 was used for descriptive and multivariate analysis. Results: The most common difficulties were in expression (33.3%) and general study (34.0%). Age positively correlated with all difficulties, while gender effects were statistically insignificant (p>.05). A positive attitude significantly reduced reading, writing, and calculation difficulties (p

The biology material on the excretory system has a high level of learning difficulty, including the complexity of the material and the high level of abstraction, which can affect students' learning process and outcomes. Therefore, it is necessary to analyze the internal and external sources causing learning difficulties by conducting research that aims to interpret: 1) the level of students' learning difficulties based on the cognitive level of the excretory system material, 2) the factors causing students' learning difficulties based on the cognitive level of the excretory system material. This research is a qualitative study using an ex post facto method conducted at SMA Negeri 2 Konawe Selatan. The subjects of this research are 56 Grade XI students who experience learning difficulties, and the biology teacher. The data collection techniques used are: 1) tests, which were analyzed descriptively statistically; 2) interviews, which were analyzed through four stages: collection, reduction, display, and conclusion, followed by testing the validity of the data through triangulation. The results of this research show that: 1) Students' learning difficulties viewed from the cognitive levels of each learning indicator on the excretory system material are generally categorized as slightly difficult with a percentage of 58.93%; 2) The factors causing students' learning difficulties are students' interest in learning, students' habits during the learning process, evaluation techniques, as well as family, school, and community environmental aspects.

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.

Inclusive education has become increasingly common worldwide, even in higher education; however, the corresponding practical support in Indonesia is limited. Herein, a support website was developed for postsecondary students with learning difficulties vis-à-vis campus life in Indonesia. Web contents and information for supporting such students were developed from an occupational therapy perspective, including considering web accessibility and university lecturers’ opinion in Indonesia. After the feedback on the pre-launched version administered to current students in Indonesia, this new tool had a good level of satisfaction regarding the provision of support to such students’ academic activities on campus. However, information volume and display organization may require improvements in the future. Furthermore, the website could not only facilitate support for postsecondary students with learning difficulties in connection to the awareness of this area, which is limited in Indonesia, but also elucidate the role of occupational therapists.

The aim of this research is to determine students' learning difficulties in completing diagnostic tests on linear function material. In managing data, quantitative procedures are used with the aim of reducing data. After that the data is analyzed using inductive data analysis and the processed data will be presented in narrative form. So this type of research is qualitative research. The subjects in this research were class IX students at a junior high school in Cianjur. The instruments used in this research were documentation, tests and interviews. The conclusions of the research results obtained include the types of student difficulties in straight line equation material are (1) difficulties in algorithmic abilities including a lack of planning abilities (strategy knowledge) and in solving abilities (algorithmic knowledge) which are shown from incomplete answers or lack of steps , the lack of accuracy of students in working; (2) difficulties in using the principle of linear functions, lack of mastery of the basics of algebra and lack of understanding (schematic knowledge) as indicated by difficulties in recognizing linear functions in contextual problems, errors in algebraic computations, difficulty in determining the point through which the line passes, and difficulty in apply the principle of parallel or perpendicular gradients; and (3) difficulties in using the concept including the inability to remember the concept, the inability to deduce useful information from a concept and the lack of understanding skills (schematic knowledge) which is shown by incompleteness in writing formulas. This research will be useful as a preliminary study in making learning designs to overcome student learning difficulties in linear function material based on empirical findings.

Immunology courses are offered in the majors of biology, medicine, animal husbandry and food in Chinese colleges and universities. Due to the characteristics of multi-dimensional composition of immunology knowledge, most students are not easy to understand the logical relationship between key points and knowledge points in learning, and will encounter problems such as unable to keep up with the teaching pace, lack of confidence in learning, feeling complex association between the knowledge points of chapters, and not fully understanding the immunology knowledge points. This paper summarizes the teaching methods of heuristic, main line and case in Immunology teaching, so as to solve the difficulties in learning, clarify learning ideas, improve learning confidence and learning effectiveness. [ABSTRACT FROM AUTHOR]

The holistic growth and psychological well-being of people with special needs and disabilities remain high on the priority agenda for sustainable and inclusive education. Digital well-being technologies and especially "smart technologies", are ready to revolutionize mental health interventions by meeting trainees' needs and providing them with more positive and transformative mental, emotional, and social experiences. Μeta-skills refer to a set of consciousness-raising competences that incorporate meta-cognitive, social–emotional, and motivational attributes, allowing individuals to intentionally achieve a state of optimal functioning. Although positive psychology and well-being technologies are considered promising intervention approaches, there is less knowledge regarding the effectiveness of such interventions among people with special needs and disabilities, especially in the crucial domain of meta-skills development. Thus, the current systematic review aims to examine positive psychology strategies as well as the synergy with well-being technologies in the development of metacognition, emotional intelligence, and motivation meta-skills in populations with special training needs and disabilities. The PRISMA methodology was utilized to answer the research questions. A total of forty-nine studies met the inclusion criteria. The results indicated that positive psychology strategies improved a wide range of meta-skills, including self-regulation, emotional control, behavioral control, inhibition control, self-awareness, intrapersonal skills, interpersonal skills, adaptation, goal setting, and self-compassion. Artificial intelligence tools, wearables, smart applications, immersive technologies (virtual and augmented reality), neurofeedback and biofeedback technologies, as well as digital games were found to effectively assist such training programs. The results of the current review may provide positive feedback in the discussion about digitally-aided mental health interventions for training the meta-skills of mental and emotional health. [ABSTRACT FROM AUTHOR]

The article aimed to identify the effect of attention disorder on learning difficulties within the schools of the Karak Kasbah Education Directorate, according to the teachers' own point of view. The descriptive and analytical approaches were used in order to achieve the objectives of the study and answer its questions. The study population consisted of governmental schools in Karak, which numbered 118, and consisted of 2300 teachers, and a random sample of 330 male and female teachers was taken. Multiple regression analysis was used to test the hypotheses of the study. The results of the study showed that there is a statistically significant effect of attention disorder on learning difficulties (reading difficulties, writing difficulties, mathematics difficulties) within the schools of Karak Qasbah Education Directorate. The study recommended a set of recommendations, including the need to pay attention to students who suffer from attention disorder because of its negative and strong impact on learning difficulties, which work on a weakness in the student's understanding and weakness in memory and academic achievement. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to explore the skills of Jordanian Arabic-speaking fourth graders with learning difficulties in terms of auditory analysis and dictation tests. It mainly aims to investigate the relationship between students' abilities to perform auditory analyses and dictation tests. The sample in the study consists of 110 Jordanian fourth graders, who are then divided into 54 students with learning difficulties who are diagnosed as having a satisfactory level of reading and writing and 56 typically developing students. The students are asked to respond to two tests, the auditory analysis and the phonological awareness test, which are prepared by the researcher himself. The results demonstrate a statistically significant positive correlation between the auditory analysis and dictation skills of fourth-grade students with learning difficulties. This means that improving the auditory analysis skills corresponds to an increase in the dictation skills of these students. The results also reveal a statistically significant correlation between auditory analysis and dictation skills in typically developing students. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of appbased self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group. [ABSTRACT FROM AUTHOR]

In this synthesis, we analyzed 10 prealgebraic reasoning interventions for students with mathematics difficulty (MD) in Grades 6 through 8. All interventions focused on one or more prealgebraic concepts including integer operations, algebraic expressions and equations, and functions. Of the 10 intervention studies, six employed single-case design methodology and four employed group design. We synthesized intervention effects and identified instructional practices utilized within interventions. Results indicated positive proximal student performance across studies, generally positive maintenance effects, and mixed transfer effects. Manipulative-based instruction and explicit instruction were the two most used instructional practices within interventions, supporting their use in improving targeted prealgebraic reasoning skills among students with MD. Additional implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Quality education and school transport are prerequisites for children to achieve sustainable development goals (SDGs), but they are disproportionately inadequate in rural communities. This study explores 350 parents' perceptions of the willingness‐to‐study (WTS) and learning difficulties of schoolchildren in Ukerewe Island (Tanzania) based on the mode of transport. The study surveyed 17 rural islands to build structural equation models based on Health Belief Model. The results showed that schoolchildren in Ukerewe Island have learning difficulties caused by the quality of their mode of transport to and from school. The children's learning difficulties were positively associated with perceived severity, self‐efficacy, and vulnerability. The perceived benefits of canoe transport supported the WTS. However, WTS could not buffer learning difficulties. Interestingly, male and female caregivers differ regarding the perceived WTS and their children's learning difficulties. This study contributes mitigation measures relevant to education and transport planning toward realizing SDGs 3, 4, and 10. [ABSTRACT FROM AUTHOR]

The study aimed to identify the level of social competence and investigate the differences due to the type of academic difficulty, grade, and academic level. To achieve the goal of the study, the descriptive method was used. The sample consisted of (120) of elementary school students with learning difficulties in the City of Hail. To achieve the goal of the study, the Social Competence Scale, with its two dimensions (relationship with others and self-control), was prepared. Findings indicated that the level of social competence among the students with learning difficulties, and its two dimensions, was high. The dimension of the relationship with others came in first place, followed by the self-control dimension. The results revealed, also, that there were no statistically significant differences in the social competence of students with learning difficulties due to differences in the (type of academic difficulty, grade, and academic level) . [ABSTRACT FROM AUTHOR]

Our study investigated the differences in speech performance and neurophysiological response in groups of school-age children with unilateral hearing loss (UHL) who were otherwise typically developing (TD). We recruited a total of 16 primary school-age children for our study (UHL = 9/TD = 7), who were screened by doctors at Shin Kong Wu-Ho-Su Memorial Hospital. We used the Peabody Picture Vocabulary Test–Revised (PPVT-R) to test word comprehension, and the PPVT-R percentile rank (PR) value was proportional to the auditory memory score (by The Children's Oral Comprehension Test) in both groups. Later, we assessed the latency and amplitude of auditory ERP P300 and found that the latency of auditory ERP P300 in the UHL group was prolonged compared with that in the TD group. Although students with UHL have typical hearing in one ear, based on our results, long-term UHL might be the cause of atypical organization of brain areas responsible for auditory processing or even visual perceptions attributed to speech delay and learning difficulties. [ABSTRACT FROM AUTHOR]

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children commonly encounter primary headaches, with various factors playing a role in their onset. The daily routine notably contributes to the occurrence of primary headaches in children. This study aims to profile children experiencing headaches on weekends (WH) in comparison to those primarily having headaches midweek (MWH). Out of 109 children visiting a pediatric headache clinic, 60 prospectively filled out questionnaires regarding their headaches. The average age was 11.8 years, and 63% were of female sex. Most of the children suffered from migraine headaches (60%), while the rest suffered from tension-type headaches (TTH, 15%), mixed headaches (17%), or undetermined headaches (8%). None of the children suffered from a headache only on the weekend. In contrast, 14 (23%) children suffered from a headache exclusively in midweek. Children with learning difficulties were similarly distributed between the WH and the MWH groups (48% and 52%, respectively). Children without learning difficulties suffered significantly more from MWH compared to WH (79% vs. 21%, respectively). In conclusion, children did not suffer from WH alone. Self-reported triggers were not significantly different in WH and MWH patients. Proper profiling of headache types and triggers may lead to more accurate management of these patients. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior‐secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior‐secondary schooling, differentiate for students with learning difficulties. Findings indicated that when students had labelled learning difficulties as recognised by other professionals, teachers expressed being able to differentiate more easily with greater self‐efficacy, as compared with differentiating for students who teachers themselves considered were experiencing difficulties in their learning but had no label assigned to them. Teachers voiced that learning difficulties was a broad concept, with each teacher defining learning difficulties differently. This suggests that with the broad nature of learning difficulties, teachers may struggle to differentiate accordingly, leading to lower self‐efficacy beliefs. While labelled learning difficulties provide guidance for differentiating, this may also see teachers differentiating based on preconceived ideas and for students with special needs, rather than individual students' current understanding. Implications for future practice are discussed. [ABSTRACT FROM AUTHOR]

This research article is about "Introducing a Supportive Framework to Address Students' Misconceptions and Difficulties in Learning Mathematical proof techniques (MPT): A Case of Debark University". This study aims to develop, introduce, and implement a supportive framework to overcome students' misconceptions and difficulties in MPT. The framework, named IR2CP2CE, was developed, introduced, and implemented at Debark University in Ethiopia using various data-gathering instruments such as questionnaires, interviews, classroom observations, and document analysis from students and instructors. The study collected data over four months, including the implementation of a supportive framework using mixed, quasi-experimental, and pragmatism research approaches, designs, and paradigms respectively. The internal reliability of the data-gathering instruments was interpreted using Cronbach's coefficient, Spearman-Brown, Spearman correlations, Kuder-Richardson 20 and 21, and difficulty and discrimination indices. The results showed that the implementation of the supportive framework led to significant improvements in students' academic performance in MPT, regardless of factors such as gender, academic year category, and preliminary knowledge and proving skills. This study recommends additional imperatives for practice and future research. [ABSTRACT FROM AUTHOR]