Learning Styles and Inclusion

Reid, Gavin

doi:10.4135/9781446212523

Cited by 54 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In conclusion, what has great social and educational value are the ways of learning in a school's daily practice, its policy and its philosophy. When learning styles are implemented effectively and inclusively, they can be integrated into an overall school perspective and policy (Reid, 2019). Then, the concept of inclusion is based on the notion that schools should provide for the needs of all the children in their communities whatever the level of their ability, disability, educational need or another form of diversity (Foreman & Arthur-Kelly, 2017).…”

Section: Inclusive Education: Challenges and Opportunitiesmentioning

confidence: 99%

Inclusive Education and Pedagogy: A Practice for All Students

Ioannidi

Malafantis²

2022

EJES

View full text Add to dashboard Cite

Inclusion is an approach and procedure with philosophical, political, educational and social dimensions. The aim of inclusive education is to eliminate school and social exclusion. The framework places schools are at the centre of inclusive education. In this context, inclusive pedagogy refers to the ways that courses, classroom activities, curricula, and assessments consider issues of diversity in an effort to engage all students in learning that is meaningful, relevant, and accessible. This article constitutes a literature review and the purpose is to offer a pedagogical conceptual and applied for status on inclusive education and teaching. The paper is organised in a brief description of the historical events, new trends and a discussion of the current situation for pedagogical processes and actions that contribute to ensuring the success of all the students. The overall approach of the paper is to contribute to the on-going debate on the current description and value of inclusive education and pedagogy with emphasis on the social model of disability and human rights. Article visualizations:<img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" />

show abstract

Section: Inclusive Education: Challenges and Opportunitiesmentioning

confidence: 99%

Inclusive Education and Pedagogy: A Practice for All Students

Ioannidi

Malafantis²

2022

EJES

View full text Add to dashboard Cite

show abstract

“…The table1 includes a research report by Petruskevich (1997), the four books of Jaleel and Thomas (2019), Reid (2005), Harmer (2007), Ellis (2004) and two articles of Yassin and Almasri (2015), and Mulalic, Shah and Ahmed (2009) from which the ideas on five different themes have been drawn and presented as a part of analysis here after.…”

Section: Raising Awarenessmentioning

confidence: 99%

“…Some factors are of influencing or affective type that their proper management or provision can facilitate in learning. Reid (2005) includes five influencing factors of learning styles differences: culture, school climate, expectations, teaching style and classroom practices (p.51). Similarly, Hedge (2000) includes three major affective factors: personality characteristics, attitudes and emotional responses that take part in language learning and learning style differences.…”

Section: Influencing Factorsmentioning

confidence: 99%

Learning Style Differences as an Issue in EFL Classroom

Bhandari¹

2022

AWADHARANA

View full text Add to dashboard Cite

This article explores the concepts on learners' learning style differences as an issue in EFL classroom. In a large and heterogeneous classroom, different learners have different learning styles due to their different nature, preferences, interests, attitudes, skills and ways of grasping knowledge about the world. Existence of differences in a classroom generally creates difficulty to the EFL teachers. I mainly reviewed and analyzed the documents consisting books, articles and reports of seven authors on the basis of five themes: learner differences, factors of learner differences, models of learning styles, aspects of classroom management and raising awareness. It was found that to deal with the students of learning style differences and managing classroom situations, raising awareness on the learning styles of teachers and students is essential. Recognizing students' and teachers' learning styles, knowledge of factors of learning style differences, familiarity on the concept of learning style differences and knowledge of the models of learning styles help the teachers to be well introduced with the issue and deal with the students in the classroom.

show abstract

“…As people learn in various ways, there is an undeniable disparity of mental capacity. According to Reid [97] and Kaminska [95], it is now understood that successful learning involves more than simple text processing. Therefore, adapting social multimedia educational materials to the learners' various cognitive styles is crucial.…”

Section: Satisfying Different Learning Stylesmentioning

confidence: 99%

“…For the learner, now, this is very unsatisfactory. Several studies have shown distinct learning benefits of matching learning materials to an individual's cognitive style [84,97,98]. Multimedia learning materials enable students to match their learning to their cognitive style [88,94].…”

Section: Satisfying Different Learning Stylesmentioning

confidence: 99%

Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

Hung

Van

et al. 2021

Studies in Big Data

View full text Add to dashboard Cite

Multimedia resources in the twenty-first century primarily consist of verbal and audio-visual representations that, if properly processed, make it possible to create an integrated mental model of learning. Although these tools are commonly used in language education, successful use of multimedia learning resources in second language teaching and learning contexts remains a challenge. In particular, although much of how learners learn from verbal representations is understood, there is less insight into visual knowledge processing, either alone or in conjunction with texts in language teaching. This chapter aims to provide a set of theoretical frameworks and a realistic planning structure designed to inform the planning and design of more efficient digital content integration into language teaching and learning contexts. Based on a cognitive linguistics view aligned with dual coding and cognitive load theory, the chapter critically reviews and presents the differences in the way verbal and visual texts and pictures represent knowledge to second language learners. The next segment addresses issues in building a multimedia learning culture. Also, the role of individual differences in the processing of multimedia resources is highlighted. The chapter concludes with methodological recommendations on the crucial part of interdisciplinary analysis and evaluation methods in this field.

show abstract

Learning Styles and Inclusion

Cited by 54 publications

References 0 publications

Inclusive Education and Pedagogy: A Practice for All Students

Inclusive Education and Pedagogy: A Practice for All Students

Learning Style Differences as an Issue in EFL Classroom

Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

Contact Info

Product

Resources

About