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Open Access
Article
Publication date: 4 September 2020

Amr Shawky, Ehab Elbiblawy and Guenter Maresch

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

4274

Abstract

Purpose

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

Design/methodology/approach

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R2) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Findings

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

Originality/value

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

Details

Journal of Humanities and Applied Social Sciences, vol. 3 no. 3
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 6 October 2023

Nicole Bérubé

This paper aims to describe an experiential learning activity designed to sensitize students to the prevalence and challenges of disclosing invisible disabilities in the…

Abstract

Purpose

This paper aims to describe an experiential learning activity designed to sensitize students to the prevalence and challenges of disclosing invisible disabilities in the workplace. It provides an impactful learning experience about a widespread phenomenon that receives little attention in textbooks.

Design/methodology/approach

The exercise assigns a hidden disability to some participants who interact with others who act as trusted friends. The interactions help participants develop their ability to interact sensitively with those who may have hidden disabilities. They explore the advantages and disadvantages of disclosing hidden disabilities at work. Guiding questions help focus deliberations during which participants consider the influence of their assigned role.

Findings

A plenary discussion follows where students share the outcomes of the simulation. Debriefing questions and suggested answers help instructors deepen student learning on the topic. A follow-up assignment allows participants to summarize personal learning about the subject and solidify the learning outcomes.

Originality/value

Most workers with nonapparent disabilities hide them, although disclosing them may help their employers provide helpful accommodations. This learning activity helps increase awareness and understanding of hidden disabilities in work settings and supports learning about disclosing and accommodating disabilities in the workplace. Instructors can use the activity to support understanding of employee rights, equity and accommodations in large or small classes, in-person or online, synchronously or asynchronously.

Details

Organization Management Journal, vol. 21 no. 1
Type: Research Article
ISSN: 2753-8567

Keywords

Content available
Book part
Publication date: 30 June 2020

Peter Williams

Abstract

Details

Learning Disabilities and e-Information
Type: Book
ISBN: 978-1-78973-152-1

Content available
Article
Publication date: 16 July 2021

Hilary Yerbury, Simon Darcy, Nina Burridge and Barbara Almond

Classification schemes make things happen. The Australian Disability Discrimination Act (DDA), which derives its classification system from the World Health Organization's…

Abstract

Purpose

Classification schemes make things happen. The Australian Disability Discrimination Act (DDA), which derives its classification system from the World Health Organization's International Classification of Functioning, Disability and Health (ICF), legislates for adjustments to support the inclusion of people with disability. This study explores how students with disability enrolled in a university experience the systems intended to facilitate their studying “on the same basis” as students without disability.

Design/methodology/approach

Through an online questionnaire and interviews comprising open and closed questions made available to students registered with the disability services unit of a university and follow-up interviews with a small number of students, students’ views of their own disability and effects on their participation in learning were gathered, alongside reports of their experiences of seeking support in their learning. Interview data and responses to open-ended questions were analysed using a priori and emergent coding.

Findings

The findings demonstrate that students are aware of the workings of the classification scheme and that most accept them. However, some students put themselves outside of the scheme, often as a way to exercise autonomy or to assert their “ability”, while others are excluded from it by the decisions of academic staff. Thus, the principles of fairness and equity enshrined in legislation and policy are weakened.

Originality/value

Through the voices of students with disability, it is apparent that, even though a student's classification according to the DDA and associated university policy remains constant, the outcomes of the workings of the scheme may reveal inconsistencies, emerging from the complexity of bureaucracy, processes and the exercises of power.

Details

Journal of Documentation, vol. 78 no. 3
Type: Research Article
ISSN: 0022-0418

Keywords

Content available
260

Abstract

Details

Library Hi Tech News, vol. 16 no. 11
Type: Research Article
ISSN: 0741-9058

Open Access
Article
Publication date: 8 March 2022

Karen Bunning, Joseph Karisa Gona, Charles Richard Newton and Sally Hartley

Raising a child with learning and developmental disabilities in a low-income setting is challenged by inadequate resources, limited support and poverty. The impacts on caregivers…

1877

Abstract

Purpose

Raising a child with learning and developmental disabilities in a low-income setting is challenged by inadequate resources, limited support and poverty. The impacts on caregivers include fatigue, distress and isolation. The purpose of this paper is to report on a programme (2008-2021) that was set up in Kilifi County, Kenya to investigate and address these difficulties.

Methodology

The programme used mixed methods through a series of interconnected studies, starting with a situation analysis, followed by a home-based intervention where the caregiver served as agent for change using augmentative and alternative communication (AAC) methods. This was followed by two community-based inclusive development initiatives: disability awareness training to community groups and empowering self-help groups for caregivers of children growing up with disabilities.

Findings

The situation analysis revealed scarce support services for caregivers and children with learning and developmental disabilities, with report of limited resources, inadequate coverage and poor professional practice. A home-based, AAC intervention was associated with improved caregiver well-being, significant positive changes to caregiver perceptions of the child’s communication and some expansion to the child’ social activities. However, questions around sustainability persisted. Disability awareness training led by persons with lived experience of disability showed positive changes to the views, values and attitudes of established community groups. Caregiver participation in self-help groups was associated with their greater personal agency, perceptions of increased social support and reduced severity of child’s disability.

Originality

The programme narrative demonstrates a rationalised and evidence-based process for community-based inclusive development that is low cost, culturally acceptable, with potential for sustainability.

Details

Tizard Learning Disability Review, vol. 27 no. 1
Type: Research Article
ISSN: 1359-5474

Keywords

Content available
Book part
Publication date: 20 September 2023

Abstract

Details

Progress Toward Agenda 2030
Type: Book
ISBN: 978-1-80455-508-8

Content available
Book part
Publication date: 11 August 2021

Abstract

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Open Access
Article
Publication date: 16 October 2017

Hannah Meacham, Jillian Cavanagh, Amie Shaw and Timothy Bartram

The purpose of this paper is to examine human resource management (HRM) innovation programs in the early stages of employment for workers with an intellectual disability (WWID).

6291

Abstract

Purpose

The purpose of this paper is to examine human resource management (HRM) innovation programs in the early stages of employment for workers with an intellectual disability (WWID).

Design/methodology/approach

The first case study was carried out at a large national courier company where a film innovation programme was used to enhance the socialisation process of WWID. The second case study was at a five-star hotel situated in a large city where a buddy system innovation programme was used in the induction and training process of WWID.

Findings

The overarching “life theme” created through these innovation programs was one of enhanced and creative opportunities for social inclusion. The participants displayed more confidence and independence in their ability and exhibited aspirations to advance and succeed in their roles.

Practical implications

The study argues that HR professionals need to be more proactive in finding innovative ways to engage WWID in the early stages of employment.

Originality/value

The qualitative study is underpinned by socialisation and career construction theory which provides the framework to discuss the ways in which socialisation and socially inclusive HRM practices enable participants and other WWID achieve success on their career paths. The key message of our research is that early vocational socialisation innovation programs can make a positive difference to the work experiences of WWID.

Details

Personnel Review, vol. 46 no. 7
Type: Research Article
ISSN: 0048-3486

Keywords

Content available
Book part
Publication date: 25 September 2020

Abstract

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

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