Ways of Learning

Pritchard, Alan

doi:10.4324/9781315460611

Cited by 62 publications

(32 citation statements)

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“…For Greg, it was the more behaviourist pedagogy (Pritchard, ), which involves a high degree of regulation, repetition and regimentation, that encouraged the CYP with intellectual disabilities in his school to be more physically active. Dance, according to Greg, was so important that he and other teachers had integrated it into classroom‐based subjects through a “wake up” and “going home” dance, something which has previously been found to improve the daily PA levels of CYP (Goh et al, ).…”

Section: Resultsmentioning

confidence: 99%

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

Pierce

Maher

2019

Brit J Learn Disabil

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Accessible summary• We talked to teachers and learning support assistants about physical activity opportunities in school for children and young people with intellectual disabilities.• Schools require a lot of space to support physical activity.• Schools need specialist equipment to help children and young people to be physically active.• It is better for children and young people to do physical activities that are suited to them. AbstractBackground: Despite well-established benefits of engaging in regular physical activity, children and young people with intellectual disabilities are significantly less active than their age peers.Methods: Semi-structured interviews were conducted with two teachers of PE and two learning support assistants working in special schools in order to provide an insight into the physical activity tendencies of children and young people (CYP) with intellectual disabilities.Results: Access to and use of outdoor spaces was claimed to have a positive impact on the physical activity tendencies of CYP with intellectual disabilities. However, the schools we visited had limited indoor space, which impacted negatively on the duration and frequency of physical activity that CYP were able to engage in, particularly when space had to be shared because of timetabling issues and unfavourable weather. When it came to the "type" of physical activities, individual, self-initiated and self-regulated were favoured. Conclusions:We end by suggesting that the onus is on teachers and learning support assistants to think of creative ways of using limited indoor space. The use of dining and assembly halls may be one solution. So, too, may be more individualised physical activities because they are often better suited to the needs and capabilities of CYP, and can often be performed in limited space. K E Y W O R D Schildren with disabilities, education, health, intellectual disability

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Section: Resultsmentioning

confidence: 99%

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

Pierce

Maher

2019

Brit J Learn Disabil

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“…Learning styles have been studied from different perspectives. For instance, the Honey-Mumford model refers to four styles [6], [7]: (i) activists -prefer learning by doing, they like group working, consider that repetition is boring, and are characterized by enthusiasm; (ii). reflectors -stand back and observe, they assemble as much information as possible, their strength is data collection and its analysis; (iii) theorists -can adapt their observations into frameworks, and they add learning to existing ones; and (iv) pragmatists -seek and use new ideas, they try to envision the application of new ideas and theories before making a judgment.…”

Section: Learning Styles and Theoriesmentioning

confidence: 99%

“…The Myers-Briggs model [7], [8] classifies learners in the following categories: 1) extroverts -focus on people, are happy trying things; 2) introverts -focus on ideas, tend to think things; 3) sensors -focus on facts and procedures, usually are practical; 4) intuitors -are focused on meaning, use imagination and are concept-oriented; 5) thinkers -fundament their decisions on logic and rules; 6) feelers -fundament their decisions on personal and humanistic considerations; 7) judgers -follow agendas, aim closure and completeness; 8) perceivers -tend to adapt to circumstances, they will postpone accomplishment until more is known.…”

Section: Learning Styles and Theoriesmentioning

confidence: 99%

New Approaches in Assistive Technologies Applied to Engineering Education

Artifice

Kadar

Sarraipa

et al. 2019

The Challenges of the Digital Transformation in Education

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The evolution of technology, new learning theories and universal design made the learning process to become more flexible and adaptable. The 21 st century society imposes a need for increased cognitive ability, thus students are required to have a combination of academic knowledge and transferable skills. Assistive technologies have been used not only with students with special needs but in an inclusive environment extending it to other students. Students are becoming more aware and sensitive to their own learning preferences and their own learning styles. However, the task of adapting current educational practices and spread information in student environment is still a challenge. This paper proposes new approaches to assistive technology design imposed by the evolution of technology. Students can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how assistive technologies have evolved into learning technologies by taking into consideration the technological pedagogical content knowledge (TPACK) framework and proposing an extension, based on intelligent systems that combines means of bio signals assessment with emotional state evaluation for engineering students.

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“…The second stage (accommodation) is the learning stage in which the learners' mental is forced to adapt the new knowledge they received and in this process the learners have experience in mental imbalance (disequilibrium) due to the presence of new knowledge in conflict with old knowledge which is the first time had on the learners' selves. The third stage (equilibration) is the stage of mental balance that grows after the mental conflict can be overcome [17] [18].…”

Section: B the Cognitive Developmental Theory As The Moralmentioning

confidence: 99%

Developing Moral Reasoning Theory Based on Islamic Education Perspective

Yaqin¹

2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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This moral reasoning study presents Islamic education perspective. In this literature study, I tried to present the concept of moral reasoning levels that Kohlberg compiled to be juxtaposed with al-Ghazali and other moslem scholars (ulama), and also examined its congruence, in order to be discovered its similarities and differences. This study will compare that moral reasoning in Ilmu al-Akhlaq had some levels as well as Kohlberg's moral reasoning. The morals' level; Awam, Khawas, Khawas al-khawas which refers to the concept of Tasawuf, the dimension of Islamic teaching, can be juxtaposed with the level of moral reasoning; Pre-conventional, Conventional, Post-conventional. The theoretical base of morals' level Ilmu al-Akhlaq can be taken from the concept of taqlid (ittiba') and ijtihad which comes from the Ushul Fiqh theory that can be matched with heteronomous and autonomous concepts in the cognitive moral theory which is being the theoretical basis of moral reasoning.

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Ways of Learning

Cited by 62 publications

References 0 publications

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

New Approaches in Assistive Technologies Applied to Engineering Education

Developing Moral Reasoning Theory Based on Islamic Education Perspective

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