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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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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An important concept in studying metabolism and energy is that of chemical equilibrium. Most chemical reactions are reversible. They can proceed in both directions, releasing energy into their environment in one direction, and absorbing it from the environment in the other direction. The same is true for the chemical reactions involved in cell metabolism, such as the breaking down and building up of proteins into and from individual amino acids, respectively. Reactants within a closed system...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Autism Spectrum Disorder

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Related Experiment Videos

Using Generative AI to Create Scaffolded Instructional Resources for Students with Disabilities.

Delinda van Garderen1, John Lannin1, Jessica Rodrigues1

  • 1University of Missouri.

Journal of Special Education Technology : a Publication of Utah State University, the Association for Special Education Technology, and the Technology and Media Division of the Council for Exceptional Children
|April 9, 2026
PubMed
Summary
This summary is machine-generated.

Generative artificial intelligence (GAI) helps teachers create customized learning scaffolds for students with disabilities (SWDs) more efficiently. This technology supports enhanced access, understanding, and engagement for diverse learners.

Related Experiment Videos

Area of Science:

  • Educational Technology
  • Special Education
  • Artificial Intelligence in Education

Background:

  • Teachers face challenges in creating timely, individualized instructional resources for students with disabilities (SWDs).
  • Developing effective scaffolds requires significant time and expertise.
  • Existing methods may not fully address the diverse needs of SWDs.

Purpose of the Study:

  • To demonstrate how generative artificial intelligence (GAI) can assist teachers in creating customized instructional scaffolds.
  • To explore the potential of GAI in enhancing learning access, understanding, and engagement for SWDs.
  • To provide practical guidance for the responsible and effective use of GAI in special education.

Main Methods:

  • Review of GAI capabilities for content generation.
  • Development of example teacher prompts for creating scaffolds.
  • Showcasing GAI-generated scaffold examples.
  • Discussion of classroom applications and implementation strategies.

Main Results:

  • GAI enables efficient production of content-specific, customized scaffolds for SWDs.
  • Generated materials can align with student needs and academic standards.
  • GAI-generated scaffolds show potential for improving student access, understanding, and engagement.
  • Practical examples of prompts and outputs are provided.

Conclusions:

  • GAI offers a valuable tool for teachers to overcome resource creation challenges for SWDs.
  • Effective integration of GAI requires careful prompt engineering and pedagogical consideration.
  • Recommendations and cautions are provided for responsible GAI implementation in classrooms.
  • GAI has the potential to significantly support inclusive education practices.