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Learning Disabilities

Learning Disabilities

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.
Dyslexia
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Physically active learning for children with learning disorders attending special-needs schools: A program

Vivian Meijers¹, Anneke C Timmermans², Chiara T M Verheij¹

¹Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands.

Research in Developmental Disabilities

|May 15, 2024

Summary

This summary is machine-generated.

Physically Active Learning (PAL) successfully improved academic performance and physical activity in children with learning disorders. The program demonstrated high implementation and positive engagement, showing its effectiveness in special-needs schools.

Keywords:

Implementation Learning disabilities On-task behavior Physical activity Physically active learning Primary-school-age

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Area of Science:

Pedagogy
Special Education
Child Development

Background:

Physically Active Learning (PAL) offers potential benefits for children with learning disorders (LD), enhancing both academic performance and physical activity (PA).
Implementation of PAL in special-needs schools remains under-explored.
This study addresses the feasibility of PAL in this specific educational setting.

Purpose of the Study:

To evaluate a PAL program implemented in special-needs schools.
To assess the teacher's dose delivered and children's dose received.
To investigate associations between children's characteristics and their dose received.

Main Methods:

A six-week PAL program was conducted with 37 children from two special-needs schools.
Teacher's dose delivered was measured by implementation rate and lesson duration.
Children's dose received was assessed via time-on-task observations and PA monitoring.

Main Results:

Teacher's dose delivered exceeded 95% implementation, with lessons lasting the intended 12 minutes.
Children demonstrated over 79% on-task behavior and spent 43% of PAL time in moderate-to-vigorous PA.
Motor skills correlated positively with on-task behavior, and physical fitness with PA levels.

Conclusions:

Physically Active Learning (PAL) was successfully implemented in special-needs schools for children with LD.
Both teacher's dose delivered and children's dose received met program expectations.
The findings support PAL as an effective intervention in special education settings.