Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-05-133-19
DOI: https://dx.doi.org/10.15863/TAS.2024.05.133.19
Language: English
Citation: Sidamonidze, M. (2024). Practical results of a qualitative study of the writing skills of stduents with learning disabilities on the example of public schools in the Telavi municipality. ISJ Theoretical & Applied Science, 05 (133), 91-96. Soi: http://s-o-i.org/1.1/TAS-05-133-19 Doi: https://dx.doi.org/10.15863/TAS.2024.05.133.19 |
Pages: 91-96
Published: 30.05.2024
Abstract: Practical Results of a Qualitative Study of the Writing Skills of Students with Learning Disabilities on the Example of Public Schools in the Telavi Municipality In teaching, along with various academic skills, the development of students' writing skills plays an important role. The purpose of our study was to study the problems associated with the writing skills of students with learning disabilities in grades V-VI. Subsequently, we sought to identify a methodology that could mitigate these challenges while facilitating the development of this crucial functional skill among students. First of all, it was important to choose/identfy schools in Telavi district where fifth-grade students with learning disabilities were enrolled. To determine their initial level and assess their academic skills after the intervention, we administered the MWRATR test, which is validated in Georgia. Subsequently, we processed and analyzed the pre- and post-test MWRATR results of students with learning disabilities. The culmination of our qualitative research comprises the collection and analysis of data from six cases involving students with learning disabilities. Hence, the analyzed data is not interchangeable. Our objective was to identify positive trends within the target group resulting from the implementation of a self-regulation strategy. Through the analysis of pre- and post-studies conducted by the Ministry of Education and Science on Students with Learning Disabilities, it was observed that while the deviation indicator from the norm of development remained consistent across all students, there was an increase in the number of raw scores for all children. This progression was clearly evident in the diagram, indicating promising progress and potential.
Key words: student, pupil, learning disability, writing skills.
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