supported, can result in a variety of academic and behavioural problems (Riddick, 2009; Selikowitz, 2012; Skues & Cummingham, 2011). Conversely, learning disabilities, although frequently identified interchangeably with LD within most Australian states and contemporary literature, are distinctly recognised as “neurological and permanent…[and] resistant to intervention” (Skues & Cummingham, 2011, p.160). This report will review the current barriers to academic achievement for students with LD, and further
TWO Introduction Peers become an important influence on behavior during adolescence, and peer pressure has been called a hallmark of an adolescent experience. Peer conformity in young people is most pronounced with respect to style, taste, appearance, ideology, and values. Peer pressure is commonly associated with episodes of adolescent risk taking (such as delinquency, drug abuse, sexual behaviors, and reckless driving) because these activities commonly occur in the company of peers. Affiliation with
Influence of Teachers’ and Students’ Attitudes Towards Performance in Shorthand in Technical Training Silvia Kanyaa Vundi, Joseph W. Nasongo and Eunice Majanga Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya Abstract: Scholastic achievement is the goal of any training. The trainee’s attitude to a subject greatly influences the outcome. This study sought to look at the influence of the learner’s attitude towards shorthand subject on one’s performance in
teachers for guidance and help. ADHD can drastically affect children's development at school, not only their work but also their social progress and the relationships that they have with teachers and their peers. If not identified early, long-term problems can lead to poor educational achievement and social seclusion. For these reasons, it is crucial that teachers know about the disorder and are able to offer proper support to children in their classes and guidance to parents, as well as helping
Handicapped Children Act of 1975, and the concept of the least restrictive environment (LRE) initially were seen as meaningful steps toward including children with physical, intellectuaI, and emotional needs within regular classrooms. In actuality, however, this legislation and its embedded concept of LRE still gave credence to segregated, self-contained classrooms. Although lip service was given to the idea that students would be integrated as much as possible, the underlying paradigm supporting
Mismanagement of stress causes burnouts. Common factors of stress are time management, financial problems, sleep deprivation, social activities, health, etc. Hatcher and Prus (1991) named these stress factors as academic situational constraints. Their study accounts these factors that decrease academic performances. Being in a new environment may be a cause for students to encounter different problems while going through their college life. These problems may involve the inability to fit in or to mingle
Children’s intellectual development is inseparable from their social and emotional development (Dowling, 2011). Children's and young people’s social and emotional wellbeing is influenced by a range of factors, such as, parenting styles that cause bad behaviour, family dysfunction and sibling rivalry which lead to learning and motivational problems within the educational setting (Dowling, 2011). Furthermore, personal, social and emotional development is one of the four broad areas of special educational
close significant others do have influence on the respondents’ attitude and perception towards the English language, their English proficiency grades were not influenced by them. In conclusion, socializing factors such as family members and significant others are not significant contributors to English proficiency in Chinese students in Johor Bahru but they do contribute to the positive attitude and perception towards English that many of the respondents have. iii ABSTRAK Kepentingan Bahasa
defining these three concepts. Firstly Ofsted (2000) state that educational inclusion should pay ‘particular attention to the provision made for and the achievement of different groups of pupils within schools.’ Stidder and Hayes (2012, pg 9-10) more specifically define educational inclusion as the ‘ways in which schools and teachers value the achievements, attitudes and well being of every young person equally whilst providing a curriculum that is relevant to each individual regardless of ability.’ In
values of learning, self-discipline and hardwork, expressing high but realistic expectation for achievement, encouraging children’s development/progress in school and encouraging reading, writing and discussion among family members. Lines (2005) stated that women play a vital role in their children’s education by providing encouragement, arranging appropriate study time and time, modelling desired behaviour (such as reading for pleasure), monitoring homework and actively tutoring their children at home