Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
Specific learning disabilities (SLDs) refer to a diverse academically related disabilities manifested by significant difficulties in listening, speaking, reading, handwriting, spelling, writing, reasoning and/or mathematics. With the long school closures and the lack of face-to-face teacher presence...
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| Format: | Article |
| Language: | English |
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Dyslexia Association of Singapore
2022
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| Online Access: | http://ir.unimas.my/id/eprint/37956/1/psychoeducational1.pdf http://ir.unimas.my/id/eprint/37956/ https://www.das.org.sg/images/publications/apjdd/VOL9NO1/APJDD-V9-1-2022.pdf |
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| Summary: | Specific learning disabilities (SLDs) refer to a diverse academically related disabilities manifested by significant difficulties in listening, speaking, reading, handwriting, spelling, writing, reasoning and/or mathematics. With the long school closures and the lack of face-to-face teacher presence during the Covid-19 pandemic, it can be challenging for parents to support their children with SLDs during home-based learning. One of the biggest challenges during home-based learning is homework completion by children with SLDs; another challenge is the competition one can observe between doing schoolwork and playing games on technology gadgets. Thus, the focus of this article is to draw from a range of extant literature regarding evidenced based prescriptive strategies for the psychoeducational support of children with SLDs, many of whom have self-regulation challenges, which include difficulty in shifting attention and sustaining mental effort. The prescriptive strategies aim to
provide useful research-to-practice information to parents and caregivers on strategies for improving home-based education for exceptional learners with SLDs during the long school closures. These prescriptive strategies can be applied in the daily home-based support of children with SLDs for their academic success and wellbeing. |
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