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相关概念视频

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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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
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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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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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从学生-教师合作伙伴关系中学习课堂可访问性

Cassidy Walter1, Virginia Visconti1

  • 1Colorado School of Public Health, Aurora, CO, USA.

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此摘要是机器生成的。

听力损失的研究生面临沟通障碍,但由于耻辱而避免住宿. 这凸显了包容性高等教育环境和学习的普遍设计的需要.

关键词:
可访问性 无障碍性集体行动是一个集体行动.关于残疾的文化模式.这是学生-教师伙伴关系.对于学习学习的普遍设计.

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科学领域:

  • 公共卫生 公共卫生
  • 高等教育 高等教育
  • 关于残疾人的研究.

背景情况:

  • 随着COVID-19大流行,学习转移到在线环境中,增加了听力损失学生的沟通挑战.
  • 定性研究方法课程提供了一个独特的环境来检查课堂可访问性.
  • 耻辱和尽量减少负担的愿望阻止学生寻求住宿.

研究的目的:

  • 从听力损失的研究生及其教师的角度探索课堂可访问性.
  • 在学术环境中调查听力损失的研究生生活经历.
  • 确定在高等教育中创造更公平,更容易获得的学习环境的策略.

主要方法:

  • 基于一个学期长的协作学习经验的定性评论.
  • 分析学生实地项目的研究结果,重点关注研究生在课堂上的经验.
  • 审查现有的关于残疾,可访问性和教育中的通用设计的文献.

主要成果:

  • 听力损失的学生适应了沟通挑战,而不要求正式的住宿.
  • 耻辱和担心负担他人是不寻求住宿的关键因素.
  • 学生-教师合作伙伴关系揭示了对可访问性障碍和解决方案的洞察力.

结论:

  • 高等教育机构必须采用残疾的文化模式,以确保有意义的机会.
  • 实施学习原则的普遍设计对于公平教育至关重要.
  • 跨校园部门的合作和培养学生-教师伙伴关系可以解决能力问题并改善学习环境.