Children with learning difficulties
In: Special needs in ordinary schools
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In: Special needs in ordinary schools
In: Education and urban society, Band 17, Heft 4, S. 405-416
ISSN: 1552-3535
In: Journal of literary and cultural disability studies, Band 15, Heft 3, S. 263-267
ISSN: 1757-6466
In: Social policy & administration: an international journal of policy and research, Band 29, Heft 4, S. 377
ISSN: 0037-7643, 0144-5596
This book makes a significant contribution to debates about how people with learning difficulties may achieve social inclusion, and the part which lifelong learning may play in this. Its exploration of the links between community care, education, training, employment, housing and benefits policies in the context of lifelong learning is unique
In: Sociology international journal, Band 6, Heft 5, S. 273-278
ISSN: 2576-4470
New Technologies have become a part of the wider lifestyle and over the years, in the future, they will probably continue to be an important part of our lives. The use of computers and the Internet appears to be able to improve people's daily lives, the quality of their work, their market prospects, while facilitating communications and access to information (National Research Council 1999). Also, using computers may help students gain experience with technology. Many questions have arisen in relation to the use of New Technologies in learning. Much research focuses on investigating the impact of ICT on student achievement while few have focused on children with special learning needs. The purpose of the research is to investigate whether and to what extent students with special learning difficulties perform better with the use of new technologies compared to the traditional learning method. The results of the research, which was carried out on a sample of 232 Kindergarten and First Primary students, showed that children with special learning difficulties adapt easily to this new learning environment and that they perform better compared to the traditional teaching method.
In: Child & family social work, Band 1, Heft 2, S. 81-86
ISSN: 1365-2206
ABSTRACTParental adequacy is widely seen as a function of individual parenting skills. This assumption renders parents with learning difficulties vulnerable to discriminatory treatment in child protection work. A presumption of incompetence leads practitioners to focus on the parents' deficits and intensifies concerns about the welfare of the children. Using case material from a recent study, the authors argue for a wider conception of good‐enough parenting that takes into account the external pressures that impact on family functioning.
In: IDS bulletin, Band 36, Heft 3
ISSN: 0265-5012, 0308-5872
In: Caribbean discourse in inclusive education
Caribbean Discourse in Inclusive Education Volume II "Responding to Learner Diversity and Learner Difficulties" shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms 'education for all' and 'inclusive education', we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. 'Responding to Learner Diversity and Difficulties' extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education. This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.
ISSN: 0951-9815
In: Transforming Social Work Practice Series
'I am about to qualify as a social worker/learning disability nurse and this book has an overview of everything i need to apply to my practice. I've only had it a few days, but its already has been really useful for my placement and assignments. Even signposts me in directions of further learning. If you're a student or a social worker out there in practice this book is for YOU!' - Amazon Reviewer.
In: Prima educatione: PE, Band 3, S. 121
ISSN: 2657-3229
<p>W artykule przedstawiono wnioski z projektów badawczych przeprowadzonych w ciągu kilku dekad. Dotyczą one współwystępowania różnych dysfunkcji sensorycznych (w tym genetycznych) oraz trudności w uczeniu się. Opisano pomiary efektywności podjętych działań terapeutycznych z zakresu terapii integracji sensorycznej.</p>
In: IDS bulletin: transforming development knowledge, Band 36, Heft 3, S. 98-107
ISSN: 1759-5436