An Autoethnographic Exploration in the search for the Enhancement of Learning

An Autoethnographic Exploration in the search for the Enhancement of Learning

by Dr Ow Yeong

This is a longitudinal autoethnographic inquiry into the quest to explore the support for students with special needs in a mainstream primary school in Singapore. By employing information gleaned from multiple interviews with both students and teachers, the research explores the current issues and problems faced by this particular group of children in their learning in the mainstream classroom. Issues perceived by both students and teachers include problem in completing writing assignments, a lack of interest in the subject matter taught, as well as a short attention span during daily work.

Rising from the input of this initial generation of information, this research further explored the autoethnographical journey of the researcher as a teacher who started as a novice in constructivist oriented teaching, illustrating the researcher’s attempts to use the elements of constructivist oriented teaching to resolve the issues and problems of students with special needs in her classes.

The researcher’s journey continued four years later, with her being a more experienced constructivist oriented teacher. Her mode of teaching is grounded on Lev Vygotsky’s social constructivist views, especially those articulated in his theory of dysontogenesis , which emphasises the empowerment of individuals rather than a focus on their impairments or deficiencies, suggesting how students with special needs should be offered the opportunity to maximise their potential.

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Association Between Screen Time and Expressive Language Delay

Association Between Screen Time and Expressive Language Delay

by Dian Larassati, Yoan Utami Putri, Dhita Natasha Dwiriyanti, Dian Dwy Sary

from Growth and Development Division, Department of Pediatrics, Zainab Hospital, Pekanbaru, Indonesia

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Developing A Dyslexia Friendly Environment at School

Developing A Dyslexia Friendly Environment at School

by Sudha Ramasamy, Special Educator, Madras Dyslexia Association, India

This presentation emphasizes the necessity and importance of having a Dyslexia friendly environment. A Dyslexia friendly environment helps bridge the gap between a child's potential and performance. It encourages a child with Dyslexia to follow their strengths and interests. Following one's strength is an effective way to cope up with their challenge areas.

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Effects of Executive Attention Deficits in Children with Dyslexia Beyond Phonology

Effects of Executive Attention Deficits in Children with Dyslexia Beyond Phonology

by Chinta Suvarna Rekha and Bipin Indurkhya

Reading is one of the cognitive tasks that require a high alert state; a large number of studies around the world demonstrated that frontoparietal regions of the brain are involved in the reading process. Parietal regions are also responsible for alert state, disruption of parietal regions leads to disruption of attention mechanism. Considerable evidence has shown that dyslexics have a disruptive attentional mechanism, which in turn affects the reading process. In our previous studies, we observed attention deficits among children with dyslexia (CWD).

In this study, we explored the attention and phonological abilities of bilingual children with dyslexia. These abilities were studied with Attention Network Test (ANT) and phoneme awareness test (PA) respectively.

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How I Guide a Child with Language Development Delay

How I Guide a Child with Language Development Delay

by Kong Wai Kuen

Language development delay is prevalent among young children nowadays. This may be due to lack of practice and familiarization in writing and reading. Speaking and listening are still noticeably developed and trained in most young children. Most children find using keypads and gadgets more interesting and engaging than holding a pencil and reading a book. Therefore, investigating the reasons why young children have difficulty with language development is important to ensure they are properly diagnosed.

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