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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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Main Author: Julia Ai Cheng, Lee
Format: Article
Language:English
Published: Dyslexia Association of Singapore 2022
Subjects:
L Education (General)
LB Theory and practice of education
LB1501 Primary Education
LC Special aspects of education
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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spelling my.unimas.ir.379562022-04-27T07:52:38Z http://ir.unimas.my/id/eprint/37956/ Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures Julia Ai Cheng, Lee L Education (General) LB Theory and practice of education LB1501 Primary Education LC Special aspects of education 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. Dyslexia Association of Singapore 2022-01 Article PeerReviewed text en http://ir.unimas.my/id/eprint/37956/1/psychoeducational1.pdf Julia Ai Cheng, Lee (2022) Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures. Asia Pacific Journal of Developmental Differences, 9 (1). pp. 65-81. ISSN 2717-5200 https://www.das.org.sg/images/publications/apjdd/VOL9NO1/APJDD-V9-1-2022.pdf 10.3850/S2345734122000128
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
LB Theory and practice of education
LB1501 Primary Education
LC Special aspects of education
spellingShingle L Education (General)
LB Theory and practice of education
LB1501 Primary Education
LC Special aspects of education
Julia Ai Cheng, Lee
Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
description 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.
format Article
author Julia Ai Cheng, Lee
author_facet Julia Ai Cheng, Lee
author_sort Julia Ai Cheng, Lee
title Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
title_short Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
title_full Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
title_fullStr Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
title_full_unstemmed Home-Based Psychoeducational Strategies for Supporting Children with Specific Learning Disabilities during School Closures
title_sort home-based psychoeducational strategies for supporting children with specific learning disabilities during school closures
publisher Dyslexia Association of Singapore
publishDate 2022
url 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
_version_ 1732948964685119488
score 13.211869

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