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Related Concept Videos

Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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School problems and solutions for students with disabilities: a qualitative examination.

Sandra Sorani-Villanueva1, Susan D McMahon, Ronald Crouch

  • 1a Department of Psychology , University of Illinois at Chicago , Chicago , Illinois , USA.

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|January 23, 2014
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Summary

Transitioning students with disabilities to inclusive schools presents challenges. Collaboration among teachers, families, and school staff is key to resolving academic, behavioral, social, and accessibility issues.

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Area of Science:

  • Special Education
  • Inclusive Education Practices
  • Student Transition Services

Background:

  • Inclusive education requires collaboration among teachers, aides, parents, students, and school systems.
  • Students with disabilities face unique challenges during transitions to inclusive school environments.

Purpose of the Study:

  • To examine problems encountered by students with disabilities transitioning to inclusive schools.
  • To identify how teachers resolve these issues and the collaborative efforts involved.

Main Methods:

  • Data collected from 75 teachers regarding 126 students.
  • Analysis of reported problems, categorized into five major themes.

Main Results:

  • Five problem themes emerged: academic, behavioral, mobility/accessibility, social, and transportation.
  • Academic and social issues were often resolved by teachers or students directly.
  • Behavioral, transportation, and mobility issues required extensive collaboration among school personnel and families.

Conclusions:

  • Effective inclusion necessitates tailored strategies for diverse student needs.
  • Collaboration is crucial for addressing complex challenges in inclusive settings.
  • Implications for curricula, resources, services, and architectural accommodations are vital for successful transitions.