Grand Challenge: Priorities for Research in Special Educational Needs

Lindsay, Geoff

doi:10.3389/feduc.2016.00001

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…Taking into account the great heterogeneity in the approaches to inclusion all over the world [ 18 , 60 - 63 ] and the different approaches described in the papers of this review, in this paragraph we will discuss some topics proposed by some authors and related to the provision of “reasonable accommodations”. The first topic is on the development of strategies and/or models to provide “reasonable accommodations” as defined by CRPD for students with LDs during the use of E-learning and distance learning.…”

Section: Resultsmentioning

confidence: 99%

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%

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

“…When implemented in mainstream schools, grouping together students with and without disabilities, IG have demonstrated to contribute to the educational inclusion of students with (and without) disabilities with positive effects both in instrumental learning and in group cohesion ( García Carrión et al, 2016 ). However, we still do not know whether and how IG could be applied in special schools, how this implementation could respond to the challenge of achieving positive outcomes for children with special needs ( Lindsay, 2016 ), and how this application could contribute to inclusion from special schools. In this article, we analyze the process of recreation of IG in a special school, particularly in an elementary classroom with students with disabilities learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools

2018

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Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.

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“…In some countries, there is an inclusion-based approach where students with LDs are placed in mainstream schools; in other countries there are special schools and special classrooms for them. In some countries, transition to complete inclusion is still ongoing ( Lindsay, 2016 ; Norwich, 2016 ; Petretto et al, 2019 ; Pilia, 2019 ). While one of the papers described a specific experience in two special needs classes ( Adam and Tatnall, 2017 ), other research papers concentrated on the use of specific e-learning approaches to designated groups of children with LDs or to all the children in the classroom in mainstream schools ( Straub and Vasquez, 2015 ; Vasalou et al, 2017 ).…”

Section: Resultsmentioning

confidence: 99%

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

et al. 2021

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What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.

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Grand Challenge: Priorities for Research in Special Educational Needs

Cited by 5 publications

References 37 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

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

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