Prevalence of Depressive Disorders in Children with Specific Learning Disabilities

Gajre, Mona; Meshram, Himali; Soares, Neelkamal; Anagha, Chedda Nidhi Afreddy

doi:10.5455/jbh.20160324111100

Cited by 4 publications

(2 citation statements)

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“…Haygeman (Haygeman, 2017) in her research stresses the need for further research on the major issue of mental disorders in childhood and adolescence. Gajre et al (2016), in their quantitative research make it clear that the onset of depression at such a young age clearly reveals the urgent need to create a new framework in which these children can be helped ccognitively, and the learning process is not blocked for them.…”

Section: Discussionmentioning

confidence: 99%

Nuevo enfoque pedagógico para los niños que sufren depresión infantil, con la ayuda de las TIC

Koziokou¹

2022

EDMETIC

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En este estudio se propone un método pedagógico innovador para niños diagnosticados con depresión infantil basado en el juego educativo, diseñado para incrementar el interés de los niños de tal manera que participen en el proceso de enseñanza y aprendizaje. La metodología empleada es la cualitativa, concretada en un estudio de caso basado en los datos obtenidos después de cinco años de interacción entre tres niños que sufren depression y que, inicialmente, mostraron indiferencia educativa, fracaso escolar y falta de socialización en el contexto escolar. Los instrumentos empleados basados en la observación participante fueron el diario de clase, las entrevistas y las evaluaciones del alumnado. Se espera que, a través de studio, se cree un nuevo enfoque pedagógico dirigido al despertar intelectual de los niños deprimidos, ya que demuestra que el aprendizaje puede ser una motivación especialmente poderosa para la vida, combatiendo la melancolía, la agresividad y la negación general que presentan este tipo de niños. Al mismo tiempo, les ayuda a recuperar la confianza en sí mismos, a integrarse en el grupo social del aula, a ganar interés educativo y a evitar el fracaso escolar.

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Section: Discussionmentioning

confidence: 99%

Nuevo enfoque pedagógico para los niños que sufren depresión infantil, con la ayuda de las TIC

Koziokou¹

2022

EDMETIC

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“…Researcher included students with difficulty in reading and writing and found that around 72.76 percent of students got less grades due to learning problems. 6 In small towns, there are lack of specialty clinics as well as trained personnel who are expert in identification of learning difficulties specially dyslexia. Study conducted in schools of Bikaner city involving students from grade 3 rd to 5 th .…”

Section: Introductionmentioning

confidence: 99%

To Evaluate The Effectiveness Of The Structured Teaching Programme On Knowledge Regarding Dyslexia Among Primary School Teachers In Selected Schools Of Navi Mumbai

Bhawar,

Jadhav

2024

eatp

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Dyslexia is the most common of the language based learning disabilities. As National Center for Education statistics, 5% of all adults are "non-literate", 20-25% of all adults can only read at the lowest level, 62% of nonreaders dropped out of high school. 80% of children with an IEP have reading difficulty and 85% of those are Dyslexic. The aim of study is to evaluate the effectiveness of structured teaching programme on knowledge regarding dyslexia among primary school teachers. Material and methods: The research approach adopted for the study evaluative method to assess the objective by using Pre experimental research design. 200 primary school teachers, 100 control and 100 experimental group data are collected from Navi Mumbai by using non-probability purposive sampling technique. Data was collected after Pre-test followed by Structured teaching programme and post -test on 7 th day. Results: Findings related to effectiveness of structured teaching programme mean scores-pre and post-test compared with control and experimental group shows difference was statistically significant ( p< 0.05) , for control group, the mean pre-test and post-test total knowledge score were 14.16 and 13.79 ,Whereas experimental group it was 14.45 and 21.02 which shows increase in knowledge after STP. Findings related to the association between pre interventional knowledge score and their selected demographic variables did not shown any significant difference. Conclusion: This indicates that structured teaching program helps to improve the on knowledge of primary school teachers.

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The emotional adaptation aftereffect discriminates between individuals with high and low levels of depressive symptoms

Jiang

Chen

et al. 2021

Cognition and Emotion

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Prevalence of Depressive Disorders in Children with Specific Learning Disabilities

Cited by 4 publications

References 0 publications

Nuevo enfoque pedagógico para los niños que sufren depresión infantil, con la ayuda de las TIC

Nuevo enfoque pedagógico para los niños que sufren depresión infantil, con la ayuda de las TIC

To Evaluate The Effectiveness Of The Structured Teaching Programme On Knowledge Regarding Dyslexia Among Primary School Teachers In Selected Schools Of Navi Mumbai

The emotional adaptation aftereffect discriminates between individuals with high and low levels of depressive symptoms

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