This article investigates whether the use of instruments providing quantifiable force feedback in manual skill learning can assist students with learning difficulties. Under the same theoretical teaching model, one group (intervention group, n = 10) received education with quantitative force feedback for manual skills, while the other group…

Background: Universities are deeply rooted in a tradition of exclusivity. However, for the past several years, they have been called upon to develop in an inclusive and socially responsible manner that does justice to the plurality of society. This has led to the emergence of diverse practices and projects around the world that are intended to…

Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning…

The study aimed to reveal the degree of using blended learning among teachers of students with learning disabilities in the Kingdom of Saudi Arabia. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey design was…

Procedural learning difficulties are commonly reported in children with developmental coordination disorder (DCD), yet the neural basis of this impairment remains unclear. This study addressed this gap by examining the correlation between cortical oscillatory activity and procedural learning of a sequence of finger movements in children with and…

The aim of the study is to examine the effect of ABC linking activity on misspelled words in eliminating the writing errors of students with dysgraphia. The study group of the research consisted of 12 students with dysgraphia-induced writing errors who were studying in the second grade at Aybey Primary School in Usak/Türkiye in the 2021-2022…

The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was…

Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to…

Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the…

Academic and practice-based research constructs specific learning difficulties as a collection of lifelong, within-person conditions that negatively affect learning and daily functioning. Investigation has historically adopted a medical model, specifically a neurodeficit perspective. Conversely, neurodiversity has emerged as a concept that seeks…

Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…

We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of…

Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students' academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English…

The COVID-19 pandemic of 2020 forced many schools to deliver remote and/or online instruction, at least intermittently, to all students, including those with learning disabilities (LD; Grant, 2020). The move to remote (i.e., education provided not in the physical classroom or school) or virtual (i.e., learning facilitated by digital tools)…

It is crucial for students with learning disabilities (SLDs) to possess psychological resilience in order to pursue their careers as entrepreneurial individuals. One of the areas where entrepreneurship skills are taught in middle school is in science courses. This shows the importance of teaching psychological resilience in science courses. On the…