Eighteen (n=18) students from a 6th grade class in a general elementary school in Athens, Greece, including one student diagnosed with high-functioning Autism, are learning the subject of physics. The general education teacher and the special education teacher supporting the autistic student, they collaborate exceptionally well and meet the needs of the class. The special education teacher has made necessary adjustments to satisfy the interests and needs of the student, actively involving them in the learning process. This research lasted for three (3) instructional hours and aimed to highlight digital tools as a good practice for differentiated teaching and inclusion of students with Autism, in accordance with the objectives of the curriculum. At the end of the research, questionnaires were administered to the students to explore their attitudes towards the digital tool ToSakidio. Additionally, a semi-structured interview was conducted with the student with Autism. The findings showed that the student diagnosed with ASD using the digital tool ToSakidio is capable of following the detailed curriculum smoothly as long as he is given the opportunity to approach the content in a way that facilitates his understanding as well as he is capable of developing effective collaboration skills with his peers.
Numerous literature reviews and meta-analyses have examined the effectiveness of technology-based interventions in enhancing the reading skills of students facing difficulties in this area. However, given the rapid advancements in technology, it is crucial to review the most recent studies and their implementation methods in order to support students who are performing below their peers. This paper aims to consolidate the latest published research on technology-based interventions designed to improve reading abilities in children with reading difficulties. Fluency skills were the primary focus of the majority of technology-based interventions, with computer programs being the most commonly employed tool.
Reading and writing are essential skills to master for university students, as research has shown that effective use of reading and writing strategies can lead to academic success. There are contradictory studies regarding whether reading and writing strategies differ between typical and struggling higher education students. The present study aims to compare the quantities variations of learning strategies and the qualities variations to the strategy between typical and struggling students in Greek higher education. It is a cross-sectional survey. The sampling was convenient, consisted of 233 undergraduate Greek students; 46 were self-reported as struggling readers. The research instruments employed in the present study were two scales for reading and writing strategies usage, based on Oxford (1990) classification system. The results suggest that typical students tend to considerably use reading and writing strategies more often than struggling students. Although these students use fewer reading and writing strategies, they tend to use cognitive and metacognitive strategies.
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