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Students with dyslexia require a tailored approach in writing courses due to the impact of their neurological condition on their reading, writing, and spelling abilities. [18] [19] This approach is intended to aid their learning and maximize their potential. The incorporation of inclusive writing practices within the curriculum allows students ...
Of all students with specific learning disabilities, 70–80% have deficits in reading. The term "Developmental Dyslexia" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading ...
The term special needs is a short form of special education needs [12] [13] and is a way to refer to students with disabilities, in which their learning may be altered or delayed compared to other students. [14]
The dual-route system could explain the different rates of dyslexia occurrence between different languages (e.g., the consistency of phonological rules in the Spanish language could account for the fact that Spanish-speaking children show a higher level of performance in non-word reading, when compared to English-speakers).
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs.
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Professor Ian Davidson and colleagues analyzed the depiction of disabled characters in a collection of 19th children's literature from the Toronto Public Library. [5] The researchers found certain common characteristics of disability representation in 19th-century children's literature: disabled characters rarely appeared as individuals, but are usually depicted as impersonal groups and ...