Global ETD Search

21	Hanteringsriglyn vir nieverbale leergestremdheid in die middelkinderjare: `n gestaltspelterapeutiese perspektief Loedolff, Johanna Christina 11 1900 (has links) The research was directed at setting up guidelines for an interdisciplinary team which deals with children suffering from nonverbal learning disorder in middle childhood. The primary motive for the study was to, in general, further greater awareness of nonverbal learning disorder with parents and the relevant professions, but in particular, the interdisciplinary team which therapeutically handles children with nonverbal learning disorder. For the purpose of this study Thomas and Rothman's Intervention Research Model was applied. Information from relevant literature and semi-structured interviews with expertise in the area of learning disabilities was combined in order to set up guidelines for nonverbal learning disorder in middle childhood.The researcher concludes that thorough background knowledge of child development should be a precondition before nonverbal learning disorder could be identified and diagnosed. Because areas of development function interdependantly of each other, the developmental defecits of the nonverbal learning disorder child can only be treated effectively in a therapeutic way through an interdisciplinary team approach. / Social Work / M. Diac. (Play therapy) Guidelines Learning disability Nonverbal communication Nonverbal learning disorder Child development Developmental deficit Middle childhood Gestalt play therapy Sensoric integration Experimental awareness Interdisciplinary team 616.85889 Learning disabilities -- Treatment Gestalt therapy Play therapy -- Case studies
22	School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools Murphy, Jennifer L. 21 December 2020 (has links) No description available. Special Education Education Policy Educational Psychology Educational Leadership Continuing Education Educational Evaluation School Psychologists Specific Learning Disorder SLD Identification Special Education Evaluation Teacher Training Professional Development Multidisciplinary Team RTI Education Policy Urban Schools School Resources IDEA 2004 Sense-Making
23	Komparace metod nácviku počátečního čtení a psaní ve vztahu k rozvoji specifických poruch učení / Comparison of practicing methods of initial reading and writing in relation to specific learning disorders Hladká, Jitka January 2017 (has links) Theoretical part of this thesis comprises findings gathered by analyzing available specialized literature focused on specific learning disorders, methods of practicing of initial reading and writing, and Framework Education Program for Elementary Education. The practical part consists of research in a form of questionnaire survey, which compares both learning and writing training methods with respect to specific learning disorders as its main target. The main purpose of this research was to obtain and analyze opinions of specialists from counseling and school psychology clinics on methods of teaching reading and writing, furthermore how these methods may help avert the development of special learning disorders or which methods of teaching writing and reading might be associated with more frequent development of special learning disorders. The survey shows, that the most popular and the most suitable method for initial writing and reading practice according to inquired specialists is still the analytical-synthetic method, which sustains development of particular functions and it is coherent with child's natural phonological development. On the contrary, application of genetic method appears to be the most perilous, since pupils educated by this method seem to display more problems related to...

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