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What is Specific Learning Disability

Chapter 8
Closing the Educational Achievement Gap for Students With Learning Disabilities
Difficulties in areas such as reading, writing, and mathematics that often emerge during school age in intelligent or gifted children.
Published in Chapter:
Design Principles of an Interactive Tangible Mobile Application for Students With Specific Learning Disabilities
Elif Polat (Istanbul University-Cerrahpasa, Turkey), Kursat Cagiltay (Sabanci University, Turkey), and Necdet Karasu (Gazi University, Turkey)
Copyright: © 2023 |Pages: 27
DOI: 10.4018/978-1-6684-8737-2.ch008
Abstract
Traditional computer-assisted instruction applications fail to meet the changing needs of children with specific learning disabilities (SLD) and the new systems are expected to cultivate multi-sensory interaction as well as create a physical engagement. In this context, interactive tangible objects used with multi-touch tablets have the potential to enrich learning experiences of students with SLD. Tangible technologies serve as an instrument that can be used for students with SLD. The main purpose of this study is to determine design principles for an interactive tangible mobile application for students with SLD. Design-based research was employed in order to determine the design principles for interactive tangible mobile applications for students with SLD. Overall, the findings of the study indicate that 33 design principles for tangible mobile applications in four categories—educational content, visual design, tangible object use, and interaction—were determined for students with SLD.
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Chapter 14
Postsecondary Service Delivery Models
One of the IDEA categories wherein a student has difficulty with reading (decoding and comprehension), writing, and sometimes math.
Published in Chapter: Postsecondary Service Delivery Models; From: Cases on Service Delivery in Special Education Programs
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Chapter 8
Redesigning Deficit-Laden Assessments for Neurodivergent Students
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
Published in Chapter: Redesigning Deficit-Laden Assessments for Neurodivergent Students; From: Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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Chapter 13
Case Study Analysis of a Junior/High School Service Delivery Model
A type of disability in which students have difficulty comprehending what they read and also struggle with writing.
Published in Chapter: Case Study Analysis of a Junior/High School Service Delivery Model; From: Cases on Service Delivery in Special Education Programs
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Chapter 464
Online Learning as a Form of Accommodation
Term meaning a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Published in Chapter: Online Learning as a Form of Accommodation; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 12
Role of Learning Technology Strategies Among People With Disabilities: A Job Opportunities Barrier
A specific learning disability, usually affects students with a disability to listen, think, speak, write, spell or do mathematical calculations. This can be known as a slow learner or sloe development disabilities, they may have struggles with writing, reading or calculating but when they are guided carefully from basic they slowly able to read and write even their level are not up to their age.
Published in Chapter: Role of Learning Technology Strategies Among People With Disabilities: A Job Opportunities Barrier; From: Handbook of Research on Analyzing IT Opportunities for Inclusive Digital Learning
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