Yes / This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.

TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling

The specific learning difficulties (LD) are nowadays frequently discussed topic, which is still more current even at high schools. Teachers should help these students because of their learning difficulties. LD students are not stupid, they just need a little bit different approach in the classroom than the others. This thesis mainly shows various teachers' approaches to students with LD in different schools and different countries. Because I study teaching biology and chemistry, the work is focused on science subjects and on teachers of these subjects. The aim of this paper is also to propose the basic procedures of working with the LD students for high school teachers with the real ideas of possible adaptations in the science class. In order to discuss approaches to the work with LD students it was necessary to prepare an LD overview at first. To achieve the aims of the work we used methods such as literary research, questionnaire survey and interviews with teachers and students. The theoretical part summarizes basic information about various learning difficulties, different approach to LD students in science, the teachers' and classmates' attitudes to LD in various countries and different approaches to integration of LD students in various countries. The task of the practical part was to identify...

This diploma thesis deals with teaching English to children with specific learning disabilities and educational problems. The theoretical part describes the most frequent educational problems of children and adolescents. Further attention is paid to the problems of specific learning difficulties, the causes of their origin and their manifestations in teaching English at middle school. Finally, the thesis deals with the methodological principles for foreign language teaching of children with specific learning disabilities. The research part is based on the case studies of children placed in specialized facilities due to their educational problems. I participated in individual assistance to two concrete children and I worked out case studies based on our cooperation. The aim of the empirical part is to choose a suitable individual approach to two concrete children, realize it, and reflect it in depth.

<p>The thesis opens with an exposition of different uses of the term dyslexia. In that context its conceptual relevance is discussed. The empirical studies investigate a) different aspects of validity of cognitive and achievement instruments often used in diagnostic assessment of dyslexia, b) different cognitive profiles for adults with dyslexia, and c) the relationship between cognitive and achievement measures.</p><p>Study I demonstrated the factor structure of the Swedish WAIS-R to be in close agreement with results of comparable analyses on normal and clinical groups in many countries world-wide, giving strong support for the construct validity of the Swedish WAIS-R for a group of adults diagnosed with dyslexia. The results from the three-factor solution were interpreted in terms of theoretical constructs, notably those posited by Carroll (1993) and Horn (1989).</p><p>The cognitive profiles of a sample of Swedish adults diagnosed with dyslexia—when using the three factors, the ACID profile, and the four-category Bannatyne profile—all resemble closely the profiles observed for a wide array of U.S. samples of children and adults diagnosed with dyslexia or learning disabilities. Gender differences on Digit Symbol, favoring females, were substantial in magnitude for the present sample, consistent with a bulk of research on gender differences for samples of normal individuals and of those identified with learning problems.</p><p>In Study II, factor analysis of nine Swedish achievement tests often used for dyslexia assessment yielded five meaningful factors in a group of adults diagnosed with dyslexia. Factors appeared to measure decoding, visual speed, reading comprehension, reading fluency, and phonological ability. The relationship between the five achievement factors and WAIS-R variables was subsequently examined. The Visual Speed and Reading Comprehension factors each correlated significantly with four of six global WAIS-R scores (two of three IQs and two of three factor scores). Visual Speed tended to correlate significantly with nonverbal scores and Reading Comprehension with verbal scores. Although the Phonological Ability factor did not correlate significantly with any verbal or nonverbal global score, it did correlate significantly with the Freedom from Distractibility factor and with all its component subtests—Digit Span, Arithmetic, and Digit Symbol. Decoding (technical reading skill) showed no significant relationship to any WAIS-R variable studied. More surprisingly, the Reading Fluency factor failed to show significant relationships to the WAIS-R.</p><p>Study III examined the validity of The Word Chain Test, a frequently used instrument in Swedish screening and diagnostic assessments of dyslexia. Different sources of validity evidence were evaluated. In summary, the results failed to support validity both for the WRI-index and the Wordchain subtest, suggesting that the instrument seems to be of questionable value in screening or diagnostic assessment of dyslexia.</p>

The thesis opens with an exposition of different uses of the term dyslexia. In that context its conceptual relevance is discussed. The empirical studies investigate a) different aspects of validity of cognitive and achievement instruments often used in diagnostic assessment of dyslexia, b) different cognitive profiles for adults with dyslexia, and c) the relationship between cognitive and achievement measures. Study I demonstrated the factor structure of the Swedish WAIS-R to be in close agreement with results of comparable analyses on normal and clinical groups in many countries world-wide, giving strong support for the construct validity of the Swedish WAIS-R for a group of adults diagnosed with dyslexia. The results from the three-factor solution were interpreted in terms of theoretical constructs, notably those posited by Carroll (1993) and Horn (1989). The cognitive profiles of a sample of Swedish adults diagnosed with dyslexia—when using the three factors, the ACID profile, and the four-category Bannatyne profile—all resemble closely the profiles observed for a wide array of U.S. samples of children and adults diagnosed with dyslexia or learning disabilities. Gender differences on Digit Symbol, favoring females, were substantial in magnitude for the present sample, consistent with a bulk of research on gender differences for samples of normal individuals and of those identified with learning problems. In Study II, factor analysis of nine Swedish achievement tests often used for dyslexia assessment yielded five meaningful factors in a group of adults diagnosed with dyslexia. Factors appeared to measure decoding, visual speed, reading comprehension, reading fluency, and phonological ability. The relationship between the five achievement factors and WAIS-R variables was subsequently examined. The Visual Speed and Reading Comprehension factors each correlated significantly with four of six global WAIS-R scores (two of three IQs and two of three factor scores). Visual Speed tended to correlate significantly with nonverbal scores and Reading Comprehension with verbal scores. Although the Phonological Ability factor did not correlate significantly with any verbal or nonverbal global score, it did correlate significantly with the Freedom from Distractibility factor and with all its component subtests—Digit Span, Arithmetic, and Digit Symbol. Decoding (technical reading skill) showed no significant relationship to any WAIS-R variable studied. More surprisingly, the Reading Fluency factor failed to show significant relationships to the WAIS-R. Study III examined the validity of The Word Chain Test, a frequently used instrument in Swedish screening and diagnostic assessments of dyslexia. Different sources of validity evidence were evaluated. In summary, the results failed to support validity both for the WRI-index and the Wordchain subtest, suggesting that the instrument seems to be of questionable value in screening or diagnostic assessment of dyslexia.

Will specificic failures of learning influence individual´s journey throught his life? In my work I deal with problems of living with dyslexia. How the specific learning difficulties will affect an individual's life. The main aim of my thesis is to examine how specific learning disability affects personal and educational development of the individual. The goals of my work are: to determine approach of the parents to the child with specific learning difficulties, approach of teachers at the primary school, high school or university. Recording of feelings from childhood to the present. Explore possibilities of applying on the job market, comparison with individuals who do not suffer from disorder. Find out how the specific learning difficulties affected individuals. The theoretical part of the thesis deals with the characteristics specific learning difficulties, their causes, manifestations of classification learning difficulties, dyslexia diagnostics, educational diagnosis, dyslexia, its symptoms in adulthood and reeducation of dyslexia. In the practical part I will examine how learning difficulties affect individual lives from the beginning of education to adulthood. The research sample will consist of adults with learning difficulties in anamneses and without anamneses. Basic methods will be questioning and interview. The practical part of my work is based on the theoretical part.

TITLE: Teaching English and Pupils with Special Educational Needs AUTHOR: Janka Kociánová DEPARTMENT: Department of Special Education SUPERVISOR: PhDr. Lenka Felcmanová, Ph.D. ABSTRACT: The thesis deals with the teaching of English of pupils with special educational needs, focusing on pupils with specific learning disabilities (SLD). The issue of pupils with SLD and didactics of English language are described in the theoretical part. The aim of the practical part was to find out how pupils with SLD are taught English in primary schools, which forms of education, the most frequently aids (textbooks, materials, etc.) and methods are used. Quantitative as well as qualitative methods were chosen for the research - the questionnaire survey (the questionnaire for teachers), aids and analysis of materials, interviews with teachers and case studies. On the basis of the obtained data, the effectiveness of the various activities is evaluated and a list of the recommended teaching aids, materials and resources is presented. KEYWORDS: English, dyslexia, Foreign Language, special educational needs, specific learning difficulties

The thesis deals with the topic of dyscalculia, which is officially recognized as a learning disability. The theoretical part of the thesis is focused on the current status of knowledge about development of mathematical skills and their disorders in the context of dyscalculia. The empiric part of this thesis describes a research which compares the performances of individuals with dyscalculia and control participants on a range number and numerosity processing tasks. The main goal was to describe the image of possible causes of difficulties. Deficits in the processing of symbolic and nonsymbolic numerosities were observed in group of dyscalculic participants. We conclude that dyscalculia is related to specific disabilities in basic numerical and numerosity processing which affects ability to acquire arithmetical skills. KEYWORDS Klíčová slova (anglicky): Dyscalculia, numerosity, arithmetic skills, mathematical skills, specific learning difficulties

The point of this text is to refer to the child with specific learning and behaviour difficulties as a unique personality and as a human beings with its own value. Childrens' self-concept is formed in a family background, at school and by a person of the same age. Childrens' self-concept is mainly endangered at schools, however the school has got a lot of opportunities to prevent that danger of self-concept reducing, to form and to develop it. The theoretical part is concentrated on forming self-concept in a view of child's psychical development and of childrens' specific learning and behaviour difficulties, it is pointed to forming self-concept at school background and in some situation which can endanger childrens' self-concept. We have also outlined a few possibilities how to prevent the threated self-concept, how to form and develop it. In the empiric part we studied whether the self-concept of children with specific learning and behaviour difficulties differs from self-concept of the children who haven't got these difficulties. For that purpose we used a standard questionnaire.