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Virtual math manipulatives are sometimes included in the general academic curriculum as assistive technology for students with physical or mental disabilities. [4] Students with disabilities are often able to still participate in activities using virtual manipulatives even if they are unable to engage in physical activity.
Researchers now sometimes use the terms "math dyslexia" or "math learning disability" when they mention the condition. [71] Cognitive disabilities specific to mathematics were originally identified in case studies with patients who experienced specific arithmetic disabilities as a result of damage to specific regions of the brain.
For example, "Stop!" has the punctuation inside the quotation marks because the word "stop" is said with emphasis. However, when using "scare quotes", the comma goes outside. Other examples: Arthur said the situation was "deplorable". (The full stop (period) is not part of the quotation.)
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
The term special needs is a short form of special education needs [12] [13] and is a way to refer to students with disabilities, in which their learning may be altered or delayed compared to other students. [14]
Learning Methods and Materials: Print materials should be available in electronic format. Provide text descriptions of graphics presented on web pages. Use presentation tools to make presentations legible in large spaces. Use captioned video presentations. Provide outlines in advance to allow students to prepare for the topic to be presented.
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Results surpass those of reducing class size or increasing teachers' content knowledge. Effective assessment is based on clarifying what students should know, creating appropriate activities to obtain the evidence needed, giving good feedback, encouraging students to take control of their learning and letting students be resources for one another.
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