Abstract:The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers' attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40-59 years of age and with 14-28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers' attitudes towards opinions and information… Show more
“…The distances of the points from the origin are not considered, and the researcher is interested in the relative positions of the items on the same continuum (circle) or surface (sphere). Homogeneous groups of items/stimuli can become apparent on the circular continuum or spherical surface which are formed by items on the same or neighboring points [29,30,31,46,47,52,53,54,55]. The homogeneous groups are interpreted according to the properties of the items belonging to them.…”
The purpose of this research is to evaluate the correlation between the undergraduate programs (Higher Education) offered by Departments of Physical Education and Sport Science (DPESS) and the Physical Education (PE) curriculum followed in Greek Primary (years 6-12) school and Middle (years 13-15) school. Specifically, we aimed to investigate whether the perspective PE teachers were adequately prepared to teach (after their graduation) the thirteen (13) main athletic subjects of the PE school curriculum. Fifteen (15) criteria were developed, in order to evaluate whether the athletic subjects offered by the departments, as described within their annual undergraduate catalogs, adequately prepare their graduates to teach PE in Primary and Middle school. Useful conclusions were drawn concerning: a) the mean values of the fifteen criteria, b) the Trigonometrically transformation of the Multidimensional Scaling solutions (MDS-T), which eventually included thirteen of the fifteen criteria, and c) other selected criteria of the fifteen criteria-based matrix.
“…The distances of the points from the origin are not considered, and the researcher is interested in the relative positions of the items on the same continuum (circle) or surface (sphere). Homogeneous groups of items/stimuli can become apparent on the circular continuum or spherical surface which are formed by items on the same or neighboring points [29,30,31,46,47,52,53,54,55]. The homogeneous groups are interpreted according to the properties of the items belonging to them.…”
The purpose of this research is to evaluate the correlation between the undergraduate programs (Higher Education) offered by Departments of Physical Education and Sport Science (DPESS) and the Physical Education (PE) curriculum followed in Greek Primary (years 6-12) school and Middle (years 13-15) school. Specifically, we aimed to investigate whether the perspective PE teachers were adequately prepared to teach (after their graduation) the thirteen (13) main athletic subjects of the PE school curriculum. Fifteen (15) criteria were developed, in order to evaluate whether the athletic subjects offered by the departments, as described within their annual undergraduate catalogs, adequately prepare their graduates to teach PE in Primary and Middle school. Useful conclusions were drawn concerning: a) the mean values of the fifteen criteria, b) the Trigonometrically transformation of the Multidimensional Scaling solutions (MDS-T), which eventually included thirteen of the fifteen criteria, and c) other selected criteria of the fifteen criteria-based matrix.
“…They may have dyslexia and experience spatial and visual processing difficulties (Berninger & Abbott, 2013;Wormald, Rogers, & Vialle, 2015), such as problems perceiving numbers and letters (Besnoy, 2006;Trail, 2011). They may also exhibit short or long-term memory problems (Berninger & Abbott, 2013;Gari et al, 2015), difficulty forming letters and spacing (dysgraphia) or difficulty with mathematical concepts (dyscalculia) (Dare & Nowicki, 2015;Vaughn, Wanzek, Murray, & Roberts, 2012). Storing and processing visual and auditory information is also problematic for such students (Gari et al, 2015;Wormald, 2009;Wong, 2013).…”
Section: Introductionmentioning
confidence: 99%
“…They may also exhibit short or long-term memory problems (Berninger & Abbott, 2013;Gari et al, 2015), difficulty forming letters and spacing (dysgraphia) or difficulty with mathematical concepts (dyscalculia) (Dare & Nowicki, 2015;Vaughn, Wanzek, Murray, & Roberts, 2012). Storing and processing visual and auditory information is also problematic for such students (Gari et al, 2015;Wormald, 2009;Wong, 2013). These difficulties inhibit SGLD achievement (Bull, Espy, & Wiebe, 2008;Geary, 2011).…”
Section: Introductionmentioning
confidence: 99%
“…Activities with time restrictions do not always enable SGLD to do as well as other students. They also have difficulty learning things by heart, their handwriting on written assessments is often incomprehensible and poor reading performance may prevent them from understanding what is required (Gari et al, 2015).…”
Section: Introductionmentioning
confidence: 99%
“…Research also indicates that the characteristics of SGLD are not straightforward. SGLD have a variety of strengths and weaknesses based on the areas of their gifts and disabilities (Gari, Mylonas, & Portešová, 2015;Song & Porath, 2011). These characteristics are a unique combination of both giftedness and learning disabilities (Barnard-Brak, Johnsen, Pond Hannig, & Wei, 2015).…”
This study set out to examine how learning disabilities teachers define Students with Gifted and Learning Difficulties (SGLD). One rationale for interviewing learning disabilities teachers is that they work with students with learning disabilities and may be more aware than others of some of the characteristics of SGLD. The other rationale is that the education system in the Kingdom of Saudi Arabia does not focus on giftedness very much, and therefore, only a small number of teachers of giftedness were available for this study. The qualitative data garnered from the interviews were analysed using content analysis. Nine learning disabilities teachers participated in this study. Findings from the study suggested that the learning disabilities teachers’ definitions of SGLD are limited, indicating a lack of understanding of the characteristics of SGLD. The results of this study may assist teachers and educational personnel in seeking the optimal methods to identify and assist SGLD. Keywords: giftedness and learning disabilities, learning disabilities teachers BAGAIMANA GURU DARI SISWA DENGAN KESULITAN BELAJAR DI ARAB SAUDI MENDEFINISIKAN SISWA BERBAKAT DAN KESULITAN BELAJAR Abstrak: Penelitian ini bertujuan untuk menggali bagaimana guru siswa berbakat dan kesulitan belajar (SGLD) mendefinisikan arti berbakat serta kesulitan belajar yang dialami oleh siswa mereka. Salah satu alasan utamanya adalah karena karena mereka merupakan orang yang seharusnya sangat dekat dengan siswa-siswa tersebut, sehingga mereka selayaknya lebih paham serta mengetahui karakteristik dari siswa berbakat tersebut. Alasan lainnya adalah karena sistem pendidikan di Arab Saudi belum banyak memberikan perhatian pada pendidikan bagi anak berbakat serta mengalami kesulitan belajar, yang salah satunya tercermin dari sedikitnya jumlah guru anak berbakat ini. Data kualitatif yang diperoleh dari interview dianalisis dengan analisis konten. Sembilan orang guru terlibat dalam penelitian ini. Hasil penelitian menunjukkan bahwa definisi guru SGLD sangatlah terbatas atau kurang, yang ditunjukkan dari kurangnya pengertian mereka tentang pengertian SGLD itu sendiri. Hasil penelitian ini dapat digunakan untuk membantu guru serta pihak terkait dalam menyediakan metode terbaik untuk mengidentifikasi serta membantu siswa berbakat serta kesulitan belajar. Kata kunci: kebutuhan khusus dan kesulitan belajar, guru anak dengan kesulitan belajar
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