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Avaliação Cognitiva Assistida de Crianças com Indicação de Dificuldade de Aprendizagem Escolar e Deficiência Mental.; Cognitive Assisted Assessment of Children With Learning Disabilities and Mental Retardation

Maria, Margaret Rose Santa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 17/05/1999 PT
Relevância na Pesquisa
56.12%
O presente estudo teve por objetivo avaliar aspectos do funcionamento cognitivo, dentro de uma abordagem de avaliação assistida, de crianças encaminhadas a serviços de Psicologia, com queixa de dificuldade de aprendizagem escolar e classificadas como deficientes mentais leves. Foram avaliadas 29 crianças de 8 a 11 anos de 1ª a 3ª série, com tarefas de perguntas de busca de informação com exclusão de alternativas e de raciocínio analógico. Seguiu-se um delineamento em fases: inicial sem ajuda, assistência, manutenção e transferência. Com base nos indicadores de desempenho de cada tarefa, realizou-se uma análise comparativa do desempenho dos sujeitos nas diferentes fases. Foram detectadas variações de sinais de recursos potenciais entre as crianças, classificando-as em: ganhadoras, subgrupo predominante, alto-escores e não-ganhadoras. Analisaram-se as operações cognitivas apresentadas na resolução das tarefas e os comportamentos da criança em relação à tarefa. Em um grupo relativamente homogêneo quanto à classificação psicométrica do nível mental, a avaliação assistida permitiu identificar variação intragrupo diferenciando crianças que não apresentavam eficiência na solução de problemas, requeriam muita ajuda da examinadora e não mantinham o desempenho após a suspensão da assistência...

Remediação fonológica associada à leitura e escrita em escolares com distúrbio de apredizagem: aplicabilidade do PEAC; Phonological remediation associated with reading and writing strategies in students with learning disability: applicability of CAEP

Freire, Thaís
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/03/2014 PT
Relevância na Pesquisa
56.18%
O distúrbio de aprendizagem (DA) é um transtorno de origem neurobiológica caracterizado por falhas no processamento cognitivo-linguístico, auditivo e visual que prejudicam, principalmente, as habilidades de leitura, escrita e raciocínio matemático. Estudos reforçam a necessidade da intervenção fonoaudiológica dirigida à população com DA. Como alternativa para o tratamento do DA são adotados os programas de remediação fonológica que visam o treino de habilidades metalinguísticas e o ensino da relação letra-som necessários para a aprendizagem do sistema de escrita. A literatura ainda reforça o uso de estratégias não somente fonológicas, mas que envolvam diretamente a leitura e a escrita. Considerando o exposto, o objetivo do presente trabalho foi verificar os efeitos de um programa de remediação fonológica associado à leitura e escrita em escolares com DA e verificar a aplicabilidade dos Potenciais Evocados Auditivos Corticais (PEAC-P1-N1-P2) como indicadores de evolução terapêutica. Foram selecionados 20 escolares na faixa etária de 8 a 14 anos, de ambos os gêneros, diagnosticados com DA por equipe interdisciplinar da FOB-USP. Os participantes foram divididos em 2 grupos: Grupo Experimental (10 escolares) e Grupo Controle (10 escolares). O GE foi submetido ao programa de remediação para comparação com escolares do GC que inicialmente não receberam a intervenção. Foram realizadas avaliações pré e pós a aplicação do programa de remediação para verificar o desempenho cognitivo-linguístico dos participantes nas habilidades do processamento fonológico...

Attitudes of general practitioners to caring for people with learning disability.

Kerr, M; Dunstan, F; Thapar, A
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /02/1996 EN
Relevância na Pesquisa
46.47%
BACKGROUND: The views of general practitioners on their increasing role in caring for people with learning disability in the community are not known. AIM: A study was carried out to assess the views of general practitioners with regard to providing routine care, organizing health promotion and specific health checks for people with learning disability and the role of specialists. METHOD: A postal questionnaire was sent to all 242 general practitioners in Gwent, south Wales. Participants had to mark their level of agreement with 20 attitude statements regarding learning disability. RESULTS: A total of 126 general practitioners (52%) responded. Respondents generally agreed that general practitioners were responsible for the medical care of people with learning disability. Respondents tended to be opposed to providing regular structured health promotion for people with learning disability, such as annual health checks and assessing hearing and eyesight. Specialist services were generally valued by respondents. CONCLUSION: General practitioners largely accepted their role as primary health care providers for people with learning disability. In contrast, their role as providers of health promotion for this patient group was not generally accepted. Further research into the appropriateness and opportunity costs of health screening for people with learning disability is needed.

Microarray based comparative genomic hybridisation (array-CGH) detects submicroscopic chromosomal deletions and duplications in patients with learning disability/mental retardation and dysmorphic features

Shaw-Smith, C; Redon, R; Rickman, L; Rio, M; Willatt, L; Fiegler, H; Firth, H; Sanlaville, D; Winter, R; Colleaux, L; Bobrow, M; Carter, N
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /04/2004 EN
Relevância na Pesquisa
46.3%
The underlying causes of learning disability and dysmorphic features in many patients remain unidentified despite extensive investigation. Routine karyotype analysis is not sensitive enough to detect subtle chromosome rearrangements (less than 5 Mb). The presence of subtle DNA copy number changes was investigated by array-CGH in 50 patients with learning disability and dysmorphism, employing a DNA microarray constructed from large insert clones spaced at approximately 1 Mb intervals across the genome. Twelve copy number abnormalities were identified in 12 patients (24% of the total): seven deletions (six apparently de novo and one inherited from a phenotypically normal parent) and five duplications (one de novo and four inherited from phenotypically normal parents). Altered segments ranged in size from those involving a single clone to regions as large as 14 Mb. No recurrent deletion or duplication was identified within this cohort of patients. On the basis of these results, we anticipate that array-CGH will become a routine method of genome-wide screening for imbalanced rearrangements in children with learning disability.

Diagnosing idiopathic learning disability: a cost-effectiveness analysis of microarray technology in the National Health Service of the United Kingdom

Wordsworth, Sarah; Buchanan, James; Regan, Regina; Davison, Val; Smith, Kim; Dyer, Sara; Campbell, Carolyn; Blair, Edward; Maher, Eddy; Taylor, Jenny; Knight, Samantha J. L.
Fonte: Springer Netherlands Publicador: Springer Netherlands
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.21%
Array based comparative genomic hybridisation (aCGH) is a powerful technique for detecting clinically relevant genome imbalance and can offer 40 to > 1000 times the resolution of karyotyping. Indeed, idiopathic learning disability (ILD) studies suggest that a genome-wide aCGH approach makes 10–15% more diagnoses involving genome imbalance than karyotyping. Despite this, aCGH has yet to be implemented as a routine NHS service. One significant obstacle is the perception that the technology is prohibitively expensive for most standard NHS clinical cytogenetics laboratories. To address this, we investigated the cost-effectiveness of aCGH versus standard cytogenetic analysis for diagnosing idiopathic learning disability (ILD) in the NHS. Cost data from four participating genetics centres were collected and analysed. In a single test comparison, the average cost of aCGH was £442 and the average cost of karyotyping was £117 with array costs contributing most to the cost difference. This difference was not a key barrier when the context of follow up diagnostic tests was considered. Indeed, in a hypothetical cohort of 100 ILD children, aCGH was found to cost less per diagnosis (£3,118) than a karyotyping and multi-telomere FISH approach (£4...

Haloperidol induced obsessive compulsive symptom (OCS) in a patient with learning disability and bipolar affective disorder

Ulhaq, Inam; Abba-Aji, Adam
Fonte: BMJ Publishing Group Publicador: BMJ Publishing Group
Tipo: Artigo de Revista Científica
Publicado em 09/03/2012 EN
Relevância na Pesquisa
46.21%
In this case report, a patient with severe learning disability and bipolar affective disorder developed de-nova obsessive compulsive symptom (OCS) with haloperidol, a conventional antipsychotic medication and the OCS stopped with stopping haloperidol. Antipsychotics are recommended and used as augmentation therapy in resistant cases of obsessive compulsive disorder. Although second generation antipsychotics have been reported to have induced OCS but haloperidol, which is a first generation antipsychotic has not been implicated in OCS induction. There is no published report of antipsychotics induced OCS in learning disability population. Clinician should be aware of this potential side effect of haloperidol.

Using telecare in the development of learning disability services in Gloucestershire

Haynes, Christopher
Fonte: Igitur, Utrecht Publishing & Archiving Publicador: Igitur, Utrecht Publishing & Archiving
Tipo: Artigo de Revista Científica
Publicado em 15/06/2012 EN
Relevância na Pesquisa
46.36%
Gloucestershire Learning Disability Partnership is a collaborative service of NHS Gloucestershire and Gloucestershire County Council. It serves over 2500 people with a learning disability and is currently working to incorporate telecare and telehealth into its mainstream services. We believe this proposed presentation would fit under the Developing Applications at Scale category. The Partnership Commissioners recognising the internal barriers to effecting telecare and telehealth applications commissioned a service from external providers which substantially improved service and reduced costs as compared with in-house telecare assessments and implementation. A new partnership was established with two external providers: Allied Health care/Tunstall. Their work is exemplified in the attached case study. The Learning Disability Partnership is now able to commission the evaluation of requirements, establishing the baseline and effecting the necessary changes in a continuous stream. This is now being rolled out across the county for learning disability services.

Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability

Chu, Felicia W.; vanMarle, Kristy; Geary, David C.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 16/05/2013 EN
Relevância na Pesquisa
46.16%
The study tested the hypothesis that acuity of the potentially inherent approximate number system (ANS) contributes to risk of mathematical learning disability (MLD). Sixty-eight (35 boys) preschoolers at risk for school failure were assessed on a battery of quantitative tasks, and on intelligence, executive control, preliteracy skills, and parental education. Mathematics achievement scores at the end of 1 year of preschool indicated that 34 of these children were at high risk for MLD. Relative to the 34 typically achieving children, the at risk children were less accurate on the ANS task, and a one standard deviation deficit on this task resulted in a 2.4-fold increase in the odds of MLD status. The at risk children also had a poor understanding of ordinal relations, and had slower learning of Arabic numerals, number words, and their cardinal values. Poor performance on these tasks resulted in 3.6- to 4.5-fold increases in the odds of MLD status. The results provide some support for the ANS hypothesis but also suggest these deficits are not the primary source of poor mathematics learning.

Memory Processes in Learning Disability Subtypes of Children Born Preterm

McCoy, Thomasin E.; Conrad, Amy L.; Richman, Lynn C.; Nopoulos, Peg C.; Bell, Edward F.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.44%
The purpose of this study was to evaluate immediate auditory and visual memory processes in learning disability subtypes of 40 children born preterm. Three subgroups of children were examined: (a) primary language disability group (n = 13), (b) perceptual-motor disability group (n = 14), and (c) no learning disability diagnosis group without identified language or perceptual-motor learning disability (n = 13). Between-group comparisons indicate no significant differences in immediate auditory or visual memory performances between language and perceptual-motor learning disability groups. Within-group comparisons revealed that both learning disability groups performed significantly lower on a task of immediate memory when the mode of stimulus presentation and mode of response were visual.

Chromosomal Microarray Analysis of Consecutive Individuals with Autism Spectrum Disorders or Learning Disability Presenting for Genetic Services

Roberts, Jennifer L.; Hovanes, Karine; Dasouki, Majed; Manzardo, Ann M.; Butler, Merlin G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.44%
Chromosomal microarray analysis is now commonly used in clinical practice to identify copy number variants (CNVs) in the human genome. We report our experience with the use of the 105K and 180K oligonucleotide microarrays in 215 consecutive patients referred with either autism or autism spectrum disorders (ASD) or developmental delay/learning disability for genetic services at the University of Kansas Medical Center during the past 4 years (2009–2012). Of the 215 patients [140 males and 75 females (male/female ratio = 1.87); 65 with ASD and 150 with learning disability], abnormal microarray results were seen in 45 individuals (21%) with a total of 49 CNVs. Of these findings, 32 represented a known diagnostic CNV contributing to the clinical presentation and 17 represented non-diagnostic CNVs (variants of unknown significance). Thirteen patients with ASD had a total of 14 CNVs, 6 CNVs recognized as diagnostic and 8 as non-diagnostic. The most common chromosome involved in the ASD group was chromosome 15. For those with a learning disability, 32 patients had a total of 35 CNVs. Twenty-six of the 35 CNVs were classified as a known diagnostic CNV, usually a deletion (n = 20). Nine CNVs were classified as an unknown non-diagnostic CNV...

Coping with a Learning Disability: A Case Study

Atkins, Katie
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.3%
The purpose of this qualitative case study was to understand a child’s experience with a learning disability (LD) through the way that they cope with it, and how self-esteem, self-efficacy, attribution style, and social support contribute to this process. Qualitative interviews were conducted with one child, his parents, and his teacher, accompanied by a content analysis of the child’s psychosocial assessment report. It was found that the child copes well with having a learning disability, employing a problem-focused/approach coping style by seeking help and practicing for skills he struggles with, an emotion-focused coping style by implementing strategies to alleviate frustration, and compartmentalizing his disability. Further, self-esteem, self-efficacy, attribution style, social support and sports and leisure engagement were found to contribute positively to the coping process. These findings offer useful implications for parents, teachers, and practitioners to support other students with LD.

Revisi??n de los s??ndromes que comportan dificultades de aprendizaje en matem??ticas: orientaciones para la intervenci??n educativa

Balaguer Rodr??guez, Patricia; T??rraga M??nguez, Ra??l
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.29%
Art??culo evaluado por: Marzia Fiorini (Universit?? di Cassino); Karen McMullin (Trent University); Las dificultades de aprendizaje en matem??ticas (DAM) co-ocurren frecuentemente con diferentes s??ndromes y/o trastornos presentes hoy en d??a en las aulas, entre los cuales se han destacado la Espina B??fida, el S??ndrome de Turner, el S??ndrome de X Fr??gil y el S??ndrome de Williams. El planteamiento de la investigaci??n es realizar una revisi??n y s??ntesis de s??ndromes que comportan DAM, como base que sustente futuras intervenciones. Estas investigaciones tienen un papel fundamental para el profesorado ya que pretenden facilitar las detecciones de las dificultades y por otro lado, orientar en las intervenciones, una vez conocidas las dificultades que estos s??ndromes pueden comportar. Para la revisi??n se ha realizado una b??squeda bibliogr??fica en las bases de datos Education Resources Information Center (ERIC) e ISI Web of Science. La b??squeda se ha realizado a trav??s de palabras clave como "Mathematical Learning Disability", "Spina Bifida", "Turner Syndrome", "Fragil X Syndrome", "Williams Syndrome", "Dyscalculia", "Acalculya", "Math Disabilites", "Arithmetic Disabilities", "Word Problem Learning Disabilities" y "Math Disorders". Los resultados obtenidos han sido aclaratorios en cuanto a las caracter??sticas de los s??ndromes investigados...

STUDENTS’ BELIEFS ABOUT LEARNING AND INTELLIGENCE: AN EXAMINATION OF ACADEMIC STREAM, GENDER, LD STATUS, AND ACHIEVEMENT

Matheson, IAN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.3%
In the present study, the researcher examined the motivational variables of students within the Ontario Secondary School system, where groups based on course stream, LD status, gender, and achievement level were compared. This research was partially exploratory, where the researcher aimed to validate existing research on gender, LD status, and achievement, as well as to examine how motivational variables relate to course stream. Past research has shown that endorsing an entity theory of intelligence, having a preference for performance goals, attributing success to ability rather than effort, and having low confidence in one’s ability to self-regulate are all associated with lower achievement, and with the presence of a learning disability (e.g., Baird, Scott, Dearing & Hamill, 2009). A total of 243 secondary school students (127 male, 116 female) from one rural school in Ontario participated in this study. The participants completed a 28-item questionnaire made up of several subscales, including the Implicit Theories of Intelligence Scale (Dweck, 1999), the Learning vs. Performance Goal Preference Scale (Dweck, 1999), the Effort Attribution Scale (Dweck & Leggett, 1988), and the Self-Efficacy for Self-Regulated Learning Scale (Zimmerman et al....

Le travail de l’orthopédagogue quant au dépistage, à la référence et à la prise en charge d’un trouble spécifique d’apprentissage en lecture

Marcoux, Dominique
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.21%
Les difficultés reliées à la lecture constituent 80% des motifs de référence en orthopédagogie. Parfois, ces difficultés sont les précurseurs du trouble d’apprentissage le plus commun soit le trouble spécifique d’apprentissage en lecture (TSAL). Cette recherche porte sur le travail des orthopédagogues en lien avec les trois grandes étapes reliées au TSAL : (1) son dépistage, (2) son évaluation orthopédagogique et sa référence en neuropsychologie et finalement (3) sa prise en charge ainsi que sa rééducation en lien avec les recommandations neuropsychologiques. La collecte de données a été réalisée grâce à des entrevues avec trois orthopédagogues travaillant au primaire et autour d’un cas d’élève atteint de TSAL. Chacune des trois orthopédagogues a présenté un cas d’élève et a décrit sa pratique. Lors des rencontres, chaque participante a également remis au chercheur le dossier de l’élève contenant le rapport neuropsychologique confirmant le diagnostic. Les résultats de cette recherche indiquent que les signes précurseurs observés par les trois orthopédagogues ainsi que leurs interventions rééducatives sont très semblables. Toutefois, les outils d’évaluation utilisés diffèrent de l’une à l’autre tant en ce qui a trait au choix qu’à la manière de les utiliser. Les trois orthopédagogues optent pour la référence en neuropsychologie dans le but ultime de dresser un portrait global de leur élève quant à leurs habiletés cognitives et déficitaires pouvant être attribuables à un TSAL. Le rapport du neuropsychologue sert alors à confirmer l’impression diagnostique des orthopédagogues. Les résultats de notre étude montrent que les orthopédagogues entament de façon précoce les interventions rééducatives et offrent simultanément les mesures adaptatives relatives aux difficultés observées chez l’élève. Avec l’arrivée du diagnostic de TSAL...

Assessing general practitioners' care of adult patients with learning disability: case-control study.

Whitfield, M; Langan, J; Russell, O
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/1996 EN
Relevância na Pesquisa
46.3%
OBJECTIVE--To compare general practitioners' care of adult patients with learning disability with that of control patients in the same practice. DESIGN--Case-control study of patients and controls by a structured interview study of general practitioners. SETTING--Avon. PATIENTS--78 adult patients with learning disability and 78 age and sex matched controls--cared for by 62 general practitioners. MAIN MEASURES--Number and content of consultations and opinions of the general practitioners. RESULTS--There were more consultations for diseases of the central nervous system and of the skin among the patients than the controls (15 v 3 for central nervous system disease and 15 v 4 skin disease). There were also significantly fewer recordings of blood pressure and cervical cytology tests (34 v 51 for blood pressure and 2 v 18 for cytology). Although more patients were taking drugs affecting the central nervous system (33 v 6), more controls were taking drugs for musculoskeletal complaints (17 v 7). CONCLUSION: Although adult patients with learning disability consult with their general practitioners at equivalent rates to other patients, they get less preventive care and consult for different types of problems than do other patients. The reasons for these differences in preventive care are not clear. Carers and general practitioners should be informed of these differences to ensure that appropriate care is given.

Handedness and language learning disability differentially distribute in progressive aphasia variants

Miller, Zachary A.; Mandelli, Maria Luisa; Rankin, Katherine P.; Henry, Maya L.; Babiak, Miranda C.; Frazier, Darvis T.; Lobach, Iryna V.; Bettcher, Brianne M.; Wu, Teresa Q.; Rabinovici, Gil D.; Graff-Radford, Neill R.; Miller, Bruce L.; Gorno-Tempini, M
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.51%
Primary progressive aphasia is a neurodegenerative clinical syndrome that presents in adulthood with an isolated, progressive language disorder. Three main clinical/anatomical variants have been described, each associated with distinctive pathology. A high frequency of neurodevelopmental learning disability in primary progressive aphasia has been reported. Because the disorder is heterogeneous with different patterns of cognitive, anatomical and biological involvement, we sought to identify whether learning disability had a predilection for one or more of the primary progressive aphasia subtypes. We screened the University of California San Francisco Memory and Aging Center's primary progressive aphasia cohort (n = 198) for history of language-related learning disability as well as hand preference, which has associations with learning disability. The study included logopenic (n = 48), non-fluent (n = 54) and semantic (n = 96) variant primary progressive aphasias. We investigated whether the presence of learning disability or non-right-handedness was associated with differential effects on demographic, neuropsychological and neuroimaging features of primary progressive aphasia. We showed that a high frequency of learning disability was present only in the logopenic group (χ2 = 15.17...

Implementation of Automata Theory to Improve the Learning Disability

Ali, Syed Asif; Soomro, Safeeullah; Memon, Abdul Ghafoor; Baqi, Abdul
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 21/10/2013
Relevância na Pesquisa
46.53%
There are various types of disability egress in world like blindness, deafness, and Physical disabilities. It is quite difficult to deal with people with disability. Learning disability (LD) is types of disability totally different from general disability. To deal children with learning disability is difficult for both parents and teacher. As parent deal with only single child so it bit easy. But teacher deals with different students at a time so its more difficult to deal with group of students with learning disability. If there is more students with learning disability so it is necessary that first all identify the type of learning disability in group of students. Some students have learning disability of mathematics; some have learning disability of other subjects. By using theory of Automata it easy to analysis the level of disability among all students then deal with them accordingly. For these purpose deterministic automata is the best practice. Teacher deals with deterministic students in class and check there response. In this research deterministic automata is use to facilitated the teacher which help teacher in identification of students with learning disability.

Illusory coerrelations in school psychologists' diagnoses of learning disabilities

Renzoni, Marc
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
46.37%
Illusory correlation is the perception of an association between two uncorrected variables such as intersubtest scatter on the Wechsler Intelligence Scale for Children - Third Edition (WISC-III) and the presence of a learning disability. This study assessed the extent to which school psychologists are influenced by this illusory correlation. Three independent variables were varied systematically. One variable was relevant to the diagnosis of a learning disability (a discrepancy between expected and actual levels of achievement on the Wechsler Individual Achievement Test (WIAT)). Another was irrelevant to the diagnosis (intersubtest scatter on the WISC-III). The third independent variable was used as a warning to those participants who had an illusory belief that intersubtest scatter on the WISC-III is a valid indicator of a learning disability. Certified school psychologists randomly received case study material for a child referred for a psychological evaluation. It was found that participants based their diagnostic decisions about learning disabilities on the illusory belief that intersubtest scatter on the WISC-III is a valid indicator of a learning disability in the no warning condition only. When warned of this illusory belief...

Maddy the mathasaurus: An Interactive math game that introduces the concept and properties of multiplication and designed with consideration for children with ADHD

Vora, Mansi
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
46.2%
ADHD (Attention Deficit Hyperactivity Disorder) is one of the most commonly diagnosed behavioral disorder in kids, and is estimated to affect about 8-10% of school-aged children. Research shows that out of these children about 26% particularly have Math learning disabilities. The cognitive ability to understand and solve complex mathematical problems requires high level of concentration over a longer duration of time. This ability is disrupted in certain children due to ADHD. Therefore these students are likely to receive lower grades or even failure in standardized measures. However, if an educational environment is created that is specifically targeted towards reducing the disruptive behavioral patterns in these individuals by designing activities that increase engagement time and motivate them to practice mathematical problems, this issue can be addressed effectively. Apart from therapy and medication, an innovative way of learning would help these children focus and concentrate while enabling them to understand complicated math concepts easily. This project is created to be an interactive educational game built in Adobe Flash, that is geared towards children with ADHD and math learning disability, encouraging them to try a new method of learning and practicing math while having fun with a variety of activities. It focuses on introducing the concept of multiplication through animations...

Re learning to learn

Heffernan, Erika
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
46.23%
This thesis follows the personal story of a struggle with a learning disability and the resultant creation of a conceptual body of visual artwork titled "Re Learning to Learn." This work is a celebration of how we all process and interpret information differently. How we learn, comprehend, and interpret information is an internal process, rarely seen from the outside. Through using conceptual art in the form of video, photographs, installation, ceramic, glass, and interactive art this work questions how we are expected to learn, and also the ways we are taught in the classroom. This paper utilizes David Ausubel's theory of meaningful learning and examines the concept of metacognition as well as two approaches to cognitive learning: the information processing approach and constructivist approach. The project explores how we process information from short-term or working memory into long-term memory and how learning disabilities affect this process. The document also includes references to the influence of the visual artists Gabriel Orozco, Douglas Huebler, Yoko Ono, Joseph Kosuth, Gillian Wearing, and Adrian Piper.