scholarly journals Inclusive learning strategies to enhance reading skill among the students with reading disability: An Occupation and Participation Approach to Reading Intervention (OPARI) in the rural Indian classroom

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
D. Annuncy Vinoliya ◽  
◽  
R. Joseph Ponniah ◽  
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Reading Disability ◽  
Learning Strategies ◽  
Reading Intervention ◽  
Reading Disabilities ◽  
Tamil Nadu ◽  
Qualitative Interviews ◽  
Clinical Practices ◽  
Discussion Section

Reading is a challenging task for reading disability for which they need comprehensive strategies like sensory and neurocognitive requirements. With this notion, the article aims to find, the appropriate pedagogies and clinical practices used for intervening the reading disability in Indian public schools. To examine, qualitative interviews were conducted with ten high school teachers and four special education teachers, who work in Government schools in India especially in the state of Tamil Nadu. The interview focused the opinions of the teachers on reading disability, facilities and pedagogies provided to the reading disability and from the interview, the study has derived the results in three main themes as, teachers’ views on reading disabilities, inadequate teaching strategies for reading disabilities, special education to the reading disabilities. In the discussion section, the article attempts to resolve the issues raised in the interview by introducing an exclusive approach to intervene reading disability. The article incorporates the principles of the Occupational Participation and Adaptation to Reading Intervention approach (OPARI) to intervene the reading disability and attempts to find a solution to the issues. In addition, the article attempts to justify the neuroscience behind the OPARI by highlighting the dopamine activation in the brain while adapting to reading. In the conclusion section, the article emphasizes therapeutic associative teaching and the need to implement OPARI in Indian classrooms.

scholarly journals Erratum

2016 ◽  
Vol 6 (4) ◽  
pp. 622-622
Keyword(s):  
Pulmonary Arterial Hypertension ◽  
Arterial Hypertension ◽  
Practice Patterns ◽  
International Study ◽  
Hypertension Management ◽  
Physician Survey ◽  
Clinical Practices ◽  
Discussion Section ◽  
Consensus Recommendations ◽  
Pulmonary Arterial

In “An international physician survey of pulmonary arterial hypertension management,” by Preston et al. ( Pulmonary Circulation 6:338–346), several corrections by the author were not incorporated into the final print version. The following sentence was added to the end of the second paragraph: “Furthermore, a recent survey of international PAH experts has also suggested that real-world practice patterns differ from consensus recommendations and between locations.12” In the “Discussion” section, these sentences were added after the first sentence: “Another international study of PAH experts was recently published. Like our study, the survey carried out by Ryan et al.12 identified differences between consensus recommendations and clinical practices.” A new entry (12) was added to the References: Ryan JJ, Butrous G, Maron BA. The heterogeneity of clinical practice patterns among an international cohort of pulmonary arterial hypertension experts. Pulm Circ 2014;4(3):441–451. The final version of the article can be found in the online edition. The publisher regrets these errors.

Cerebral Dominance, Psycholinguistic Skills and Reading Disability

1970 ◽  
Vol 31 (2) ◽  
pp. 419-425 ◽  
Author(s):  
Marilyn Wussler ◽  
A. Barclay
Keyword(s):  
Reading Disability ◽  
Reading Disabilities ◽  
Cerebral Dominance ◽  
Normal Children ◽  
Visual Motor

This study examined contrasting patterns of psycholinguistic functioning among normal children and children with reading disabilities. In general, results suggested that children with reading disabilities had significantly different patterns of psycholinguistic functioning in auditory vocal, visual motor, vocal encoding, and motor encoding activities.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

scholarly journals Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 43-56
Author(s):  
Solange A. Lopes-Murphy
Keyword(s):  
Special Education ◽  
Second Language ◽  
Public Schools ◽  
Emergent Bilinguals ◽  
Special Education Services ◽  
Language Abilities ◽  
Related Services ◽  
Education Services ◽  
School Settings ◽  
Steady Growth

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

scholarly journals Teachers’ awareness of differentiated learning dimensions for students with special educational needs in Kuwait: مدى وعي معلمي برامج التربية الخاصة في دولة الكويت بمبدأ وأبعاد تفريد التعليم للطلبة من ذوي الاحتياجات الخاصة

2020 ◽  
Vol 4 (17) ◽  
Author(s):  
Bader Jassim Alqallaf, Hamed Jassim Alsahou, Hashemiah Moham
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Learning Environment ◽  
Learning Strategies ◽  
School Level ◽  
Special Educational Needs ◽  
Education Programs ◽  
Special Education Programs ◽  
The State Of Kuwait ◽  
Differentiated Learning

The current study aims to identify the awareness of teachers of special education programs in the state of Kuwait of differentiated learning or what is known as “pedagogical difference” based on four components. The four components are the foundation of individual differences, planning and preparation, instructional strategies, and learning environment. A questionnaire was developed and distributed in 18 schools that provide special education programs (9 male schools and 9 female schools) in which 158 respondents completed the questionnaire. The study concluded the following results: The teachers have a high level of awareness of differentiated learning and its components. The dimension of learning environment was the highest mean (M =4.39), followed by the dimension of learning strategies (M= 4.37) then the dimension of individual differences (M= 4.22) and the dimension of planning and preparation (M =4.03). Also, statistical differences were emerged according to some demographic variables such as years of experience, academic qualifications, taught course, type of disability. No statistical differences were found based on gender and school level. These findings are discussed according to the previous empirical works and literature review followed by some implications and suggestions.

scholarly journals The teaching of reading in New Zealand special classes : a thesis submitted for the degree of Master of Arts in education

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Master Of Arts ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 43-54 ◽  
Author(s):  
Nancy M. Sileo ◽  
Thomas W. Sileo ◽  
Thomas B. Pierce
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Rural Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Ethical Issues ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values

Visual-Field Restrictions in Cases of Reading Disability

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1215-1217 ◽  
Author(s):  
Carl A. Rubino ◽  
Harold A. Minden
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Reading Disability ◽  
Reading Disabilities ◽  
Grade Level ◽  
Summer Camp ◽  
Peripheral Visual Field ◽  
Chronological Age ◽  
Central Visual Field ◽  
Visual Field Deficits

23 children who were attending a summer camp for children with learning disabilities and who demonstrated a reading disability at least one grade level below that expected on the basis of chronological age were selected for study. Peripheral visual-field limits were tested for both nasal and temporal fields in both eyes. Testing also took place for central visual field deficits. With very few exceptions the visual field limits were in the range of the accepted norm. 10 randomly selected Ss were retested and the results proved to be reliable as there were no significant differences on first and second testing. It was suggested that an additional study is required which should include a group of children with no reading disabilities.

Do the Reading Disabilities of Children with Cleft Fit into Current Models of Developmental Dyslexia?

2003 ◽  
Vol 40 (2) ◽  
pp. 154-157 ◽  
Author(s):  
Lynn C. Richman ◽  
Susan M. Ryan
Keyword(s):  
Reading Disability ◽  
Phonemic Awareness ◽  
Developmental Dyslexia ◽  
Reading Disabilities ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Rapid Naming ◽  
Regression Analyses ◽  
Verbal Expression ◽  
Deficit Model

Objective The purpose of this study was to determine whether the reading problems of children with cleft fit models of developmental dyslexia. Design The study compared children with nonsyndromic cleft lip and palate who had reading disability (n = 46) with those who did not have reading disability (n = 46). The children were matched for age, sex, and grade. The two groups were compared (t tests) on measures of verbal expression, phonemic awareness, and rapid naming. Also, regression analyses compared the relative relationships of these variables to reading disability. Participants Children were selected from 154 patients originally screened. Results Children with reading disability scored significantly lower on rapid naming and verbal expression, with no differences found on phonemic awareness. Rapid naming was shown to have the most significant association with reading disability. Conclusion Children with nonsyndromic cleft lip and palate show symptoms similar to a naming-memory deficit model of developmental dyslexia. Reading treatment should avoid sight word approaches and focus on oral phonics treatment.

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

Sign in / Sign up

Export Citation Format

Share Document