Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

836 results

Article

✓ Peer Reviewed

Early Signs of Specific Learning Disabilities in Early Childhood

Available from: International Journal of Early Childhood Special Education (INT-JECSE)

Publication: International Journal of Early Childhood Special Education (INT-JECSE), vol. 12, no. 1

Pages: 84-95

See More

Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X

Doctoral Dissertation

Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies

Available from: ProQuest Dissertations and Theses

Children with disabilities, Inclusive education, People with disabilities

See More

Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Article

✓ Peer Reviewed

Integrating the Educational Principles of Maria Montessori in the Process of Pedagogical Support for Pupils with Learning Disabilities

Available from: EconJournals

Publication: International Review of Management and Marketing, vol. 6, no. 3S

Pages: 118-124

Children with disabilities, Eastern Europe, Europe, Inclusive education, Learning disabilities, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., People with disabilities, Russia, Special education, ⛔ No DOI found

See More

Abstract/Notes: The purpose of the present article was to search for new ways of individual pedagogical support for primary school children with learning disabilities. The article describes the mechanisms for putting the educational principles of Maria Montessori into the system of pedagogical support for children with learning disabilities, which apply the exercises of practical life to a real social environment. The objective of the exercises was to develop universal learning activities, e.g., the ability to plan and manage a child's activity, to reflect its results, to build up communication, to encourage cognitive development.Keywords: learning disabilities, individual pedagogical support, Maria Montessori, universal learning activitiesJEL Classifications: I20; I23

Language: English

ISSN: 2146-4405

Master's Thesis

The Contribution of the Montessori Approach to Multisensory Approaches to Early Learning Disabilities

Available from: University of Witwatersrand - Institutional Repository

See More

Abstract/Notes: Learning disabilities have become of increasing concern for educators. More and more children are having difficulty learning to read and write. This dissertation investigates what constitutes a learning disability, its etiology and whether or not it is possible to identify these disabilities in early childhood. The investigation further aims to discover if these learning disabilities are comprised of sub-disabilities and if these can be identified as such. To this end the research aims to determine the most appropriate remedial intervention strategies used for learning disabilities. Multisensory intervention is therefore explored. On the basis of this the Montessori Method is examined to ascertain whether or not the method can contribute to multisensory intervention at the preschool level. It is argued that the Montessori Method is admirably suited to making such a contribution. Further empirical research for these claims is indicated.

Language: English

Published: Johannesburg, South Africa, 2006

Article

✓ Peer Reviewed

ICTs and Montessori for Learning Disabilities

Available from: iJES

Publication: International Journal of Recent Contributions from Engineering, Science, and IT (iJES), vol. 5, no. 3

Pages: 77-84

Children with disabilities, Inclusive education, Information and communications technology (ICT), Learning disabilities, Learning disabled children, Montessori method of education, People with disabilities

See More

Abstract/Notes: This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.

Language: English

DOI: 10.3991/ijes.v5i3.7384

ISSN: 2197-8581

Article

Montessori and Learning Disabilities

Publication: NAMTA Journal, vol. 19, no. 2

Pages: 151-169

Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education

See More

Abstract/Notes: Discusses the characteristics of learning disabilities in the areas of coordination, language, attention, and perception, and explains how the Montessori method can be used to educate young children with these disabilities. The method relies on a developmental approach that ensures the child a wholesome environment in which to thrive. (MDM)

Language: English

ISSN: 1522-9734

Article

Signals of Learning Disabilities at Various Developmental Stages

Publication: Montessori Life, vol. 14, no. 3

Pages: 46–48

Children with disabilities, Inclusive education, Learning disabilities

See More

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

For the Classroom: Montessori and the Teacher of Children with Learning Disabilities: A Personnel Odyssey

Available from: SAGE Journals

Publication: Academic Therapy, vol. 5, no. 3

Pages: 219-221

Children with disabilities, Learning disabilities

See More

Language: English

DOI: 10.1177/105345127000500306

ISSN: 0001-396X

Article

✓ Peer Reviewed

Successful Applications of Montessori Methods with Children at Risk for Learning Disabilities

Available from: Springer Link

Publication: Annals of Dyslexia, vol. 42, no. 1

Pages: 90-109

Children with disabilities, Inclusive education, Learning disabilities

See More

Abstract/Notes: The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child.

Language: English

DOI: 10.1007/BF02654940

ISSN: 0736-9387, 1934-7243

Video Recording

Montessori: A Core Curriculum for Hearing Impaired Children with Learning Disabilities

Available from: US National Archives Research Catalog

Americas, Children with disabilities, Deaf, Hearing impaired children, Inclusive education, Learning disabilities, Montessori method of education, North America, United States of America

See More

Language: English

Advanced Search