Accommodation for Dyscalculic Children in an E-Learning Environment

Pirani, Zainab; Sasikumar, M.

doi:10.5120/11931-7712

Cited by 4 publications

(12 citation statements)

References 5 publications

(4 reference statements)

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“…As expected, the papers in this review proposed the following definition of LDs according to DSM-5 and to other international diagnostic criteria; it refers to an overarching category of specific learning disorders, whose features are specific impairments in primary and/or secondary academic abilities and whose clinical manifestations depend on the ages of the student [ 17 , 24 , 25 ]. All the authors put attention on the high heterogeneity of the learning and the functional profiles of the students, and the need to individualize and personalize the learning/teaching process, even more if possible when designing and providing E-learning environments and using ICT [ 26 - 29 ].…”

Section: Resultsmentioning

confidence: 99%

“…Regarding “Reasonable accommodation”, some papers [ 26 , 27 , 30 - 32 , 65 ] have highlighted the need to consider individual differences and provide specific assistive technologies and specific tools pertaining to each student’s needs. They proposed a model for the development of an appropriate E-learning environment for each student.…”

Section: Resultsmentioning

confidence: 99%

“…They proposed a model for the development of an appropriate E-learning environment for each student. The model proposed is based on the personalization of content, of the presentation format and on the development of pedagogical strategies through which learning/and/teaching processes can be effectively designed and implemented [ 26 , 27 , 30 - 32 , 65 ].…”

Section: Resultsmentioning

confidence: 99%

“…If the papers of Pirani and colleagues [ 26 , 27 ] focused on “Reasonable accommodations” and proposed an overall approach aimed to support the designing of E-learning platforms and learning materials for student with LDs, Bjekic and colleagues [ 30 - 32 ] are more focused on the role of teaching and e-teaching. Bjekic and colleagues defined “Inclusive teaching” as “recognizing, accommodating and meeting the learning needs of all students, acknowledging that all the students have a wide range of individual learning needs and that they are members of diverse communities” and these issues are even more evident in students with LDs [ 30 - 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…According to some authors, in the definition of inclusive teaching there are three central aspects: differentiation, individualization and participation [ 30 - 32 ]. ICT and E-learning environment provide a central and supportive environment for the features listed as follows: multisensoriality, active role of students and participation, high level of individualization and personalization of teaching is possible, link between learning in school and daily life and activities of daily living, teachers who have good knowledge of e-teacher approaches can use new teaching elements (active facilitation, coordination, management, tutoring) [ 26 , 27 , 30 - 32 ].…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

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Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

View full text Add to dashboard Cite

show abstract

Assistive E-Learning System for the Learning Disabled

Pirani¹,

Sasikumar

2015

Procedia Computer Science

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Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

Nieduziak

2022

IJREL

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The aim of the article is to present the results of research on distance education conducted during the COVID-19 pandemic in the Silesian Voivodeship (Poland). The research focuses on the work of teachers in mainstream schools and those who work with students with special educational needs. The author presents: the difficulties indicated by teachers, the support they experience and the solutions they apply, especially to students with special educational needs. The study was based on a quantitative paradigm, using a diagnostic survey method and online survey questionnaires, sent to respondents in the LimeServey system. 958 teachers representing primary and secondary schools participated in the study.The teachers indicated the difficulties of distance learning, such as the inability to monitor the progress of students, problems with the organization of group activities and the use of activating methods in teaching. They found the support in interpersonal contacts and self-study work; they rarely used the help of specialists. Half of the respondents worked with students with special educational needs. The largest group of such students were those with specific learning difficulties. Students with disabilities accounted for about 36% of those students identified by teachers. The teachers working with students with special educational needs experienced technical problems on the part of the student and psychophysical problems resulting from the specific condition of the student with special educational needs.The results of the research and the recommendations were presented to the school authorities in order to improve the quality of distance education and raise the standards of teachers.

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Accommodation for Dyscalculic Children in an E-Learning Environment

Cited by 4 publications

References 5 publications

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Assistive E-Learning System for the Learning Disabled

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

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