糖心原创

Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 13 no. 7 (2023)

Challenges of English Teachers on Students with Learning Disabilitites

Bensar Kahil | Arnel Pradia

Discipline: Education

 

Abstract:

This qualitative study investigated challenges faced by English teachers when instructing students with learning disabilities. The research delved into instructional, assessment, and classroom management aspects. Utilizing focus group discussions and interviews with five participants from Isulan Central School SPED Center, the study employed thematic analysis for data interpretation. Results indicated instructional challenges encompassing limited teaching methods, absence of Braille resources, communication difficulties, and struggles in adapting to diverse learning styles. Assessment hurdles included constrained evaluation methods, unresponsiveness to assessments, and disruption during evaluations. Classroom management challenges comprised limited participation, hyperactivity, and emotional disorder management. Teachers employed strategies such as instructional modification, positive reinforcement, gamification, and support mechanisms. These strategies facilitated interactive learning, goal achievement, and behavior regulation. Positive outcomes were observed in terms of behavioral control, hyperactivity management, and enhanced participation. The study recommended a policy named "Guidelines for Special Education Teachers." The policy encompasses areas like qualifications, individualized education plans, differentiated instruction, collaboration, inclusive environment, behavior management, progress assessment, confidentiality, and ethical standards.In conclusion, English teachers confronted diverse challenges while instructing learners with disabilities. Despite these challenges, they effectively employed supportive strategies to navigate difficulties, highlighting the importance of positive feedback and assistance.



References:

  1. Accardo, A. L. (2015). Research synthesis: Effective practices for improving the reading comprehension of students with autism spectrum disorder. DADD Online          Journal,           2(1),            7-20.    Retrieved        from:
  2. Adams, S., Bali, M., Eder, Z., Fladd, L., Garrett, K. Garth-McCullough, RGibson,
  3. A. M., Gunder, A., Iuzzini, J., Knott, J. L., Rafferty, J. & Weber, N. L. (2021 June 8). Caring for Students Playbook: Getting Started with Key Terms and Challenges. Every  Learner            Everywhere.            Retrieved        from:
  4. Adibsereshki, N., Abkenar, J., Ashoori, M. & Mirzamani, M. (2014). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal of Intellectual Disabilities. DOI: 10.1177/1744629514559313
  5. Retrieved from: Agesa, L. (2014). Challenges Faced by Learners with Visual Impairments in Inclusive Setting in Trans-Nzoia County. Journal of Education and Practice, 5(29),           185-19 Retrieved        from:
  6. Albers, C., & Martinez, R. (2015). Promoting academic success with English language learners: Best practices for RtI. The Guilford Press. Retrieved from:
  7. Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal Design for Learning to
  8. Support Access to the General Education Curriculum for Students with Intellectual Disabilities. World Journal of Education, 8(2), 66-72.
  9. Retrieved from:
  10. Alic, M. (2011). Hearing Impairment. Retrieved February 8, 2011,
  11. Retrieved from:
  12. Al-Khatib, J., M. (2016). Introduction to mental disability. Amman: Wael Publishing
  13. andRetrievedfrom:
  14. Alokla, Shamma, "Non-Verbal Communication Skills of Children with Autism Spectrum Disorder" (2018). Electronic Theses, Projects, and Dissertations. 727.         Retrieved        from:
  15. American Psychiatric Association. (2013). Diagnostic and statistical manual of
  16. mental disorders (5th  ed.). Arlington, VA: Author. Retrieved from:       
  17. Andrews, J. F., Hamilton, B., Dunn, K. M., & Clark, M. D. (2016). Early reading for young deaf     and            hard     of         hearing children:Alternative     frameworks. Psychology,7(04), 510–522.
  18. Anthonysamy, L., & Singh, P. (2023). The impact of satisfaction, and autonomous learning strategies            use on scholastic achievement                     during  Covid-19 confinement            in                     Malaysia.         Heliyon,                       9(2).
  19. Atwell, M., Balfanz, R., Bridgeland, J., & Ingram, E. (2019). Building a grad
  20. nation: Progress and challenge in raising high school graduation rates. Annual update 2019. Civic, Johns Hopkins University School of Education.Retrieved from:
  21. Baradaran Rahimi, F., & Kim, B. (2019). The role of interest-driven participatory game design: considering design literacy within a technology classroom. International Journal of Technology and Design Education, 29(2), 387–404. Retrieved from:
  22. Bennett, J., Gardner, R., & Rizzi, G. (2014). Deaf and hard of hearing students’through鈥恡he鈥恆ir English skills: A review offormal assessments. American Annals of         the       Deaf,158(5),    506–522.
  23. Beši膰, E. (2020). Intersectionality: A pathway towards inclusive education?
  24. Prospects, 49, 111-122. Retrieved from:
  25. Bernard (2017) Advance Mixed methods Research Designs. Retrieved
  26. November       03,       2019    from   
  27. Binawan (2020).. Don't Be Afraid to Make Mistakes When Learning A New Language. Retrieved November 01,2020 from
  28. Black, K. R., Stevenson, R. A., Segers, M., Ncube, B. L., Sun, S. Z., Philipp-Muller, A., … Ferber, S. (2017). Linking anxiety and insistence on sameness in autistic children: The role of sensory hypersensitivity. Journal of Autism and Developmental Disorders, 47(8), 2459– 2470.
  29. Boyatzis R. (1998). Transforming qualitative information: Thematic analysis
  30. and      code    development.  Thousand        Oaks.Retrieved           from:
  31. Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability,     and      Reform Center website.Retrievedfrom:
  32. Brown, G. (2020). Schooling beyond COVID-19: An Unevenly Distributed
  33. Future. Frontiers          in         Education,       5(82),   1-4.      Retrieved        from:
  34. Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum           Development            Retrieved        from:
  35. Bruce, S. M., Luckner, J. L., and Ferrell, K. A. (2018). Assessment of students
  36. with sensory disabilities: evidence-based practices. Assess. Eff. Interv. 43, 79–89. doi: 10.1177/1534508417708311 Retrieved from:
  37. Bul K.C.M., Doove L.L., Franken I.H.A., Van der Oord S.V., Kato P.M., Maras
  38. A. A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits           the            most?  PLoS   ONE.   2018;13:e0193681.     doi:
  39. 10.1371/journal.pone.0193681.Retrievedfrom:
  40. Bulat, J., A. M. Hayes, W. Macon, R. Tichá, and B. H. Abery. 2017. School and classroom disabilities inclusion guide for low- and middle-income countries. Research    Triangle           Park,   NC:      RTI            Press.Retrieved          from:
  41. Bullock et al. (2017). Communicative and Task-Based Language Teaching in
  42. East     Asian   Classrooms.   Retrieved        November       03,       2019    from
  43. Burgstahler, S., & Cory, R. (2010). Universal design in higher education: From principles to practice. Cambridge, Mass: Harvard Education Press.
  44. Retrieved from:  Burns, M. K., Barrett, C. A., Maki, K. E., Hajovsky, D. B., Duesenberg, M. D.,
  45. and Romero, M. E. (2020). Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data. Contemp. Sch. Psychol 24 (4), 478–487. doi:10.1007/s40688-020-00313-wRetrieved    from:
  46. Cawthon, S., & Leppo, R. (2013). Assessment accommodations on tests of academic achievement for students who are Deafor hard of hearing: A qualitative meta鈥恆nalysis of the research literature. American Annals of the Deaf,158(3), 363–376
  47. Chacha and Zhong (2013). Cooperative Learning in Enhancing the Speaking
  48. Skills of Students: A Phenomenological Approach. Retrieved November 02, 2019 from
  49. Chai, C., & Koh, J. (2014). Students’ Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology. Journal of Computer Assisted Learning, 30, 425-437.
  50. Charlier N, De Fraine B. Game-based learning as a vehicle to teach first aid
  51. content:           a          randomized     experiment.     J          Sch      Health. 2013;83:493– 9.Retrievedfrom:
  52. Charles C.J. (2014). Teacher characteristics in supporting deafblind learners: A case
  53. of Kabarnet School for deafblind children, Stellenbosch: Baringo County, Kenya. Journal of Education and Practice, 5(28), 184–196. Retrieved from:
  54. Charlton, A. S., Smith, I. C., Mazefsky, C. A., and White, S. W. (2019). The role of emotion regulation on Co-occurring psychopathology in emerging adults with ASD. J. Autism Dev. Disord. 50 (7), 2585–2592. doi:10.1007/s10803-019-039835Retrievedfrom:
  55. Chow J. C. (2018) Comorbid language and behavior problems: development, frameworks, and intervention. School Psychology Quarterly 33, 356–360 retrieved from:
  56. Clark (2021) Language Anxiety and Its Effect on Oral Performance in English.XiangfanUniversity.Retrievedfrom: 7/ on March 25, 2018.
  57. Colaizzi, P.F. (1978) Psychological Research as the Phenomenologist Views
  58. It. In: Valle, R.S. and Mark, K., Eds., Existential Phenomenological Alternatives for Psychology, Oxford University Press, New York, 48-71. Retrievedfrom:
  59. Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry & Research Design: Choosing    among Five            Approaches.    Los      AngelesRetrieved       from:
  60. Cushner, K. H., McClelland, A., & Safford, P. (2015). Human diversity in
  61. education: An intercultural approach. (8th ed.) New York: McGraw-Hill Education. Retrieved from:
  62. Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative
  63. Research.       Thousand        Oaks,  CA:      Sage.   Retrieved        from:
  64. Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From gamification to gameful design and gameful experience in learning. Journal of Cybernetics and Information Technologies, 14(4), 80–100. doi:10.1515/cait-2014-0007 Retrieved           from:
  65. Djamp (2014) Toward a Definition of Mixed Methods Research. Journal of
  66. Mixed Methods Research. Retrieved November 03, 2019 from
  67. Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible
  68. for English learners: The SIOP model (5th ed.). Pearson.Retrieved from: .
  69. Essex, J., and MacAskill, M. G. (2020). Modern foreign language education for learners with additional support needs in Scotland. Support Learn. 35, 440-453.     doi:      10.1111/1467-9604.12325Retrieved  from:
  70. Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field
  71. of inquiry. In C. M. Evertson & C. S. Weinstein  (Eds.), Handbook      of classroom management: Research, practice, and contemporary issues (pp. 3-16).   Mahwah, NJ: Lawrence Erlbaum Associates Retrievedfrom:
  72. Fauziati, E. (2016). Applied Linguistics: Principles of Foreign Language Teaching, Learning, and Researching. Surakarta: Era Pustaka Utama Retrievedfrom:
  73. Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual Environment,
  74. Attention Allocation, and Learning in Young Children: When Too Much of a Good Thing May Be Bad. Psychological Science, 25(7), 1362–1370. https://doi.            org/10.1177/0956797614533801Retrieved    from:
  75. Fleury, V. P., Hedges, S., Hume, K. Browder, D. M., Thompson, J. L., Fallin, K., . . Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68-79. doi:10.1177/0741932513518823 Retrieved from:
  76. Forlin, C., Kawai, N., & Higuchi, S. (2015). Educational reform in Japan towards inclusion: are we training teachers for success?. International Journal of Inclusive Education,       19(3),   314-331.            Retrieved        from:  Gao Kejuan, Jian Dongliang, Chen Huiying, Li Rong. (2018). Discussions of Peer Interaction of  Preschool Children with Hearing-Impairment Learning                   in Integrated Class. Chinese                       Scientific Journal of Hearing and Speech Rehabilitation,                16-18.            Retrievd                      from:
  77. García-Redondo P., García T., Areces D., Garmen P., Rodríguez C. Multiple intelligences and videogames: Intervention proposal for learning disabilities. In: Ryan C.S., editor. Learning Disabilies. IntechOpen; London, UK: 2017. pp. 83–97.Retrieved           from: Genard (2019) Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to LanguageProficiency and Gender. Retrieved March 18, 2020
  78. George, I. N., Sakirudeen, A. O., & Sunday, A. H. (2017). Effective classroom management and students' academic performance in secondary schools in Uyo local government area of Akwa Ibom state. Research in Pedagogy, 7(1),43.          Retrieved        from: .
  79. Ghafri, M.S. (2015). The Challenges that Visually Impaired Students at Sultaqn Qaboos University face in Learning English. Sultan Qaboos University. Retrieved December       05,       2017    from
  80. Gibbons, P. 2015. Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. 2nd ed. Portsmouth, NH: Heinemann.          Retrieved        from:
  81. Göransson, K., J. Malmqvist, and C. Nilholm. 2013. “Local School Ideologies
  82. and Inclusion: The Case of Swedish Independent Schools.” European Journal of  Special Needs            Education        28        (1):       49–63Retrieved          from:
  83. Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge            Journal of         Education,       46(3),   319–332.
  84. Habibi, A., Mukminin, A., Sofwan, M., & Sulistiyo, U. (2017). Implementation of classroom management by English teachers at high schools in Jambi, Indonesia. Studies in English Language and Education, 4(2), 172-189. Retrievedfrom:  https://files.eric.ed.gov/fulltext/EJ1329788.pdf#:~:text=This%20present%20study%20was%20conducted%20to%20explore%20what,interviews%20with%20ten%20students%20and%20were%20qualitatively%20analys.
  85. Hashemi (2017) Qualitative inquiry and research design: Choosing among five approaches. Retrieved June 17, 2020 from https://           
  86. Henner J., Hoffmeister R., Reis J. (2017). Developing sign language
  87. measurements for research with deaf populations. In Cawthon S. W., Garberoglio C. L. (Eds.), Research in deaf education: Contexts, challenges, and considerations (pp. 141–160). Oxford University Press.
  88. Retrievedfrom:
  89. Hollo A., Wehby J. H. & Oliver R. M. (2013) Unidentified language deficits in
  90. children  with  emotional  and  behavioral  disorders:  a meta鈥恆nalysis. Exceptional Children 80, 169–186. Retrieved from:
  91. Johnsen, S., & Sulak, T. (2021). Screening, assessment, and progress
  92. monitoring. In M. R. Coleman & S. Johnson (Eds.), Implementing RtI with gifted    students           (pp.            23–45).            Routledge.                        Retrieved                        from:
  93. Johnstone, C., Thurlow, M., Altman, J., Timmons, J., & Kato, K.
  94. (2009). Assistive technology approaches for large-scale assessment: Perceptions    of    teachers    of    students    with    visual
  95. impairments. Exceptionality, 17(2),    66–75. Retrieved        from:
  96. Kankam. (2017). Inspiring dialogue: Talking to learn in the English classroom.
  97. Retrieved November 01, 2020 from
  98. Kanner L. Autistic disturbances of affective contact. Nervous Child. 1943;2(3):217–250.            Retrieved        from:
  99. Kern, L., Hetrick, A. A., Custer, B. A., and Commisso, C. E. (2019). An
  100. Evaluation of IEP Accommodations for Secondary Students with Emotional and Behavioral Problems. J. Emotional Behav. Disord. 27 (3), 178–192. doi:10.1177/1063426618763108 Retrieved            from:
  101. Keen D., Webster A., Ridley G. (2016). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20,     276–294.         Retrieved            from:
  102. Kim SH, Han DH, Lee YS, Kim BN, Cheong JH, Han SH. Baduk (the game of
  103. go) improved cognitive function and brain activity in children with attention deficit hyperactivity disorder. Psychiatry Investig. 2014;11(2):143–51. Retrieved            from:
  104. Kirk, S., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional
  105. Children (14th edition). Cengage Learning. Retrieved from:
  106. Kohn 2006 Ch 1-4 “Beyond Discipline” Retrieved from:
  107. Koshy (2020). Foreign Language Speaking Anxiety: A Study of Chinese
  108. Language        Learners.         Retrieved        November       03,       2019    Retrieved        from:
  109. Kurth, J. A., Morningstar, M. E., & Kozleski, E. B. (2014). The persistence of
  110. highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons With Severe Disabilities, 39, 227-239.            doi:10.1177/1540796914555580        Retrieved        from:
  111. Larsen, C., Walsh, C., Almond, N., & Myers, C. (2017). The “real value” of field
  112. trips in the early weeks of higher education: The student perspective. Educational Studies, 43, 110-121. Retrieved from:
  113. Larson, B. E., & Keiper, T. A. (2007). Instructional strategies for middle and high school. Taylor & Francis Group: Oxon OX 144RN. Retrieved from:  
  114. Laverty, S. (2003). Hermeneutic phenomenology and phenomenology: A
  115. comparison of European Scientific Journal November edition vol. 8, No.27 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 743143 historical and methodological considerations. International Journal of Qualitative Methods, 2(3),      1-29.Retrieved from: file:///C:/Users/cirio/Desktop/Colaizzi%20Thematic%20Analysis.pdf
  116. Law J., Rush R. & McBean K. (2014) The relative roles played by structural and pragmatic language skills in relation to behaviour in a population of primary school children from socially disadvantaged backgrounds. Emotional and Behavioural   Difficulties       19,       28–40. Retrieved            from:  
  117. Leaf, J.B., Leaf,J.A., Milne, C., Taubman, M., OppenheimLeaf, M., Torres, N., Townley-Cochran,            D.,Leaf,           R.,       McEachin,       J.,        Yoder, P.         (2017). AutismPartnership Foundation. An Evaluation ofa Behaviorally Based Social Skills Group forIndividuals Diagnosed with Autism SpectrumDisorder. Journal of Autism and Developmental Disorders. 47(2):243-259. doi: 10.1007/s10803- 016- 2949-4.                        PMID:                          27807755.                   Retrieved                        from:
  118. (Leong, 2017). Leong, D. (2017). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7(94119). Retrieved from    Legault, L. (2016). Intrinsic and Extrinsic Motivation. In: Zeigler-Hill, V., Shackelford, 
  119. T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham.
  120. Leigh, I. W., Andrews, J. F., & Harris, R. L. (2018). Deaf Culture: Exploring Deaf Communities in the United States. San Diego, CA: Plural Publishing. Retrievedfrom:
  121. Lewis, Mike, Yinhan Liu, Naman Goyal, Marjan Ghazvininejad, Abdelrahman Mohamed, Omer Levy, Veselin Stoyanov, and Luke Zettlemoyer. 2020. BART: denoising sequence-to-sequence pretraining for natural language generation, translation, and comprehension. In D. Jurafsky et al., editor, Proc. of the 58th Annual Meeting of the Assoc. for Computational Linguistics, ACL 2020, Online, July 5-10, 2020, pages 7871–7880. ACL. retrieved from:
  122. Lovett, B. J., & Lewandowski, L. J. (2015). Testing accommodations for students with disabilities: Research-based practice. American Psychological Association.
  123. Lozier, L. M., Vanmeter, J. W., and Marsh, A. A. (2014). Impairments in facial affect recognition associated with autism spectrum disorders: a meta-analysis. Dev. Psychopathol 26 (4pt1), 933–945. doi:10.1017/S0954579414000479 Retrived from:
  124. Lucarz, M. (2014).Pronunciation Anxiety and Willingness to Communicate in
  125. the       Foreign            Language        Classroom.University of         Wroclaw.         Retrieved from:
  126. Luetke-Stahlman B, Nielsen B. The contribution of phonological awareness and receptive and expressive English to the reading ability of Deaf students with varying degrees of exposure to accurate English, Journal of Deaf Studies and Deaf    Education,       2003,   vol.      8          (pg.      464-484)Retrieved from:
  127. Mahdavi, J. (2021). A teacher’s guide to progress monitoring: Track goals to
  128. refine instruction for all students. Paul H. Brookes Publishing Retrieved from:
  129. Marrus N. & Hall L. (2017) Intellectual disability and language disorder. Child and Adolescent Psychiatric Clinics of North America 26, 539–554.Retrieved from:
  130. Mayangta, T. (2013). Students’ Speaking Anxiety in An EFL Classroom.
  131. Retrieved March 17, 2020 from
  132. Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., et al. (2013). Jul)The role of emotion regulation in autism spectrum disorder. J. Am.       Acad.   Child.   Adolesc.            Psychiatry       52        (7),       679–688. doi:10.1016/j.jaac.2013.05.006                   retrieved                                    from:
  133. McCarthy T, Rosenblum PL, Johnson BG, et al. An artificial intelligence tutor: a supplementary tool for teaching and practicing braille. J Vis Impair Blind. 2016;110(5):309–322.          Retrieved            from:
  134. McKeithan, G. K., Rivera, M. O., & Robinson, G. G. (2021). High-leverage instructional practices for students with autism and mild disabilities in traditional and remote learning settings. Global Journal of Intellectual and           Developmental Disabilities,      7(3),     1-10.
  136. McMillan, J., Andrade, H., & Heritage, M. (2017). Using formative assess-ment to enhance learning, achievement, and academic self-regulation.Routledge.
  137. Memisevic H. & Hadzic S. (2013) Speech and language disorders in children
  138. with intellectual disability in Bosnia and Herzegovina. Asia Pacific Disability Rehabilitation            Journal 24,      92–99. Retrieved        from:
  139. Miller H. L., Odegard T. N., Allen G. (2014 ). Evaluating information processing in autism spectrum disorder: The case for fuzzy trace theory. Developmental Review,     34,       44–76.            received          from:
  140. Mkulu (2020). Anxiety in oral English classrooms: a case study in China.
  141. Indonesian journal of English language teaching. Retrieved March 15, 2020Moustakas, C. (1994). Phenomenological Research Methods.Retrieved from:
  142. Muchetti, C. A. (2013) Adapted shared reading at school for minimally verbal students     with            autism. Autism, 17(3),   358-372.
  143. doi:10.1177/1362361312470495        Retrieved        from:
  144. Muega, M.A. & Echavia D. (2011). Inclusion of Exceptional Students in Regular
  145. Classrooms: School Readiness and Teachers’ Knowledge and Willingness. (Unpublished            article) Retrieved        from:
  146. Mwakyeja, B.M. (2013). Teaching Students with Visual Impairments in Inclusive Classrooms. A Case Study of One Secondary School in Tanzania. University of    Oslo.    Retrieved        December            05,       2017    Retrieved        from:
  147. Nel N.M., Tlale L.D.N., Engelbrecht P., & Nel M. (2016). Teachers’ perceptions of education support structures in the implementation of inclusive education in South    Africa. Koers,  81(3),   1–14.            Retrieved        from:
  148. Newell, K., Codding, R., & Fortune, T. (2020). Oral reading fluency as a
  149. screening tool with English learners: A systematic review. Psychology in the Schools,            57(8),   1208–1239.     Retrieved        from:
  150. Newton, J., Ferris, D., Goh, C., Grabe, W., Stoller, F., & Vandergrift, L. (2018).
  151. Teaching English to second language learners in academic contexts: Reading,   writing,   listening,   and   speaking.   Routledge.     Retrieved            from: .
  152. Pazilaha, F. N., Hashimb, H., & Yunusc, M. M. (2019). Benefits of gamification towards different learning styles in language learning. Benefits, 5(6).
  153. Retrievedfrom:
  154. Rad, D. (2014).Language Anxiety – Causes and Consequences.Graduate Thesis.University of Zagreb. Retrieved from: on March 25, 2108.
  155. Ryder R. (2017 May 22). Eligibility determinations for children suspected of having a visual impairment including blindness under the Individuals with Disabilities Education Act            [Memorandum].          Washington,    DC:      Department     of Education.
  156. Sadiq, J. (2017). Anxiety in English Language Learning: A Case Study of 
  157. English Language Learners in Saudi Arabia.University of Princess Norah. Retrieved from
  158. Sahasrabudhe, S., & Palvia, P. (2013). Academic Challenges of Blind Students and TheirMitigation Strategies. Academic Challenges of Blind Students, 1-10. Retrieved     December            05,       2017    Retrieved        from:
  159. Saman, Z., (2017).The Impact of Language Anxiety on Academic Achievement among    ESL            Learners.University     of         BRAC. Retrieved from: . On August 2017.
  160. Sarason, S. B. (2015). The predictable failure of educational reform. Jossey- Bass IncRetrieved from:
  161. Skinner, B. F. (1963) Behaviorism at fifty. Science 140:951–58 retrieved from:  
  162. S'lungile et al. (2015). Foreign Language Speaking Anxiety: A Study of Chinese Language            Learners.         Retrieved        November       03,       2019    from
  163. D. Spain, J. Sin, D. Freeman Conceptualizing paranoia
  164. in ASD: A systematic review and development of a theoretical framework Research in Autism Spectrum Disorders, 25 (2016), pp. 97-111 Retrievedfrom:
  165. Suhr, (2018). Understanding nursing research: Using research evidence-
  166. based practice. Retrived on may 17, 2019 from
  167. Takeuchi, T., Duszkiewicz, A. J., Sonneborn, A., Spooner, P. A., Yamasaki, M., Watanabe, M., ... & Morris, R. G. (2016). Locus coeruleus and dopaminergic consolidation of everyday memory. Nature, 537, 357-362.
  168. Tamis-LeMonda CS, Kuchirko Y, Luo R, Escobar K & Bornstein MH 2017.  
  169. Power in methods: Language to infants in structured and naturalistic contexts. Developmental Science, 20(6):e12456. Retrieved        from:
  171. Tajudin, A. B., Maulida, C., & Vransiska, R. D. (2022). Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian Journal        of Educational Management and Instruction (JEMIN), 2(1), 1-11. https://doi.org/10.22515/jemin.v2i1.4965
  172. Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning           performance.  Asian   Education        and      Development Studies, 10(2), 308-321. https://doi.org/10.1108/AEDS-05-2020-0084
  173. Toe Dianne, Paatsch Louise. (2018). Communicative Competence of Oral Deaf Children            While Explaining Game Rules. The Journal of Deaf Studies and Deaf              Education,            369–381          Retrieved        from:
  174. Trezek, B. J., & Mayer, C. (2015). Using an informal reading inventory to differentiate instruction: Case studies of threeDeaf learners. American Annals of the Deaf,160(3), 289–302. .
  175. UNESCO. (2004). The right to education for persons with disabilities: Towards Inclusion. Retrieved from
  176. Vitaskova, K. & Rihova, A. (2013). Analysis of impaired nonverbal
  177. communication in people with autism spectrum disorder. Social Welfare Interdisciplinary Approach, 3(2), 87-97. Retrieved from:
  179. (Widiati, et al., 2018; Hudoba, 2014). (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. Retrieved November 03, 2019 from https://semanticscholar.org/paper/An-Analysis-of-Factors-InfluencingLearners%E2%80%99SkillLeongAhmadi/0bf17186c399beb8076be1b3391b584fffbf4ef
  180. World Health Organization (WHO) (2017). Blindness and visual impairment.
  181. Retrieved        from    ].
  182. Wright, P. D. (1997). Retrieved February 8, 2011, from Your Child’s IEP:
  183. Practical And Legal Guidance For Parents: Retrieved from:
  184. Yükselir, C., & Yuvayapan, F. (2021). An evaluation of students studying
  185. English language and literature transitioning to online classes. International Journal of Contemporary Educational Research, 8(3), 81–91. Retrieved from:
  186. Yin, Kayo, Amit Moryossef, Julie Hochgesang, YoavGoldberg, and Malihe Alikhani.
  187. 2021. Includingsigned languages in natural language processing. InProc. of the 59th Annual Meeting of the ACL and the11th Int. Joint Conference on NLP (Volume 1: LongPapers), pages 7347–7360, Online, August. ACL.Retrieved from:
  188. Yu, S., & Chunlian, L. (2019). A Personalized Case: Methods of Lecturing
  189. Sighted Students by Late-Blind Teacher. International Journal of Special Education,            34(1),   123-128.          Retrieved        from:
  190. Zhao Hui. (2017). The Case Study of Inclusive Education for Hearing-Impaired Children. Chinese Scientific Journal of Hearing and Speech Rehabilitation, 456458. Retrieved from  

Tools


Copyright © 2026  糖心原创 Exclusively distributed by