Strengths and Weaknesses of a Student with Learning Disabilities: From Preschool to University

Autor/inn/en	Firat, Tahsin; Bildiren, Ahmet
Titel	Strengths and Weaknesses of a Student with Learning Disabilities: From Preschool to University
Quelle	In: Journal of Further and Higher Education, 45 (2021) 7, S.958-972 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firat, Tahsin) ORCID (Bildiren, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1847260
Schlagwörter	Student Characteristics; Learning Disabilities; College Students; Preschool Education; Elementary Education; Secondary Education; Higher Education; Barriers; Foreign Countries; Nonverbal Ability; Intelligence; Child Development; Skill Development; Coping; Teacher Student Relationship; Students with Disabilities; Disability Identification; Turkey; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Collegestudent; Pre-school education; Vorschulerziehung; Elementarunterricht; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Intelligenz; Klugheit; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Bewältigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Türkei
Abstract	The purpose of this study was to identify and describe the strengths and weaknesses of a student with LD from their pre-school period until their last year of university. The participant is a 4th year student in a university Guidance and Psychological Counselling department. This study used multiple qualitative research methods, including a case study and a semi-structured questionnaire comprised of open-ended questions, which was used to collect data on the opinions of the participant regarding his strengths, as well as the difficulties experienced during pre-school, primary school, secondary school, high school, university, and in general. In addition, a TONI-3 test was applied to determine the non-verbal intelligence performance of the participant. The study results explain that the participant has indeed experienced difficulties in reading, writing, arithmetic, short-term memory, and the concept of direction during their pre-school, primary school, high school, and university periods. It was also determined that the participant has been able to advance academically thanks to the strategies he devised by himself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01