MARC details
| 000 -LEADER |
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| fixed length control field |
09936nam a22002657a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
201210b2023 a|||f bm|| 00| 0 eng d |
| 024 7# - Author Identifier |
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| Standard number or code |
0 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
EG-CaNU |
| Transcribing agency |
EG-CaNU |
| 041 0# - Language Code |
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| Language code of text |
eng |
| Language code of abstract |
eng |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
658.4 |
| 100 0# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Walaa Mohamed Hassan Attia |
| 245 1# - TITLE STATEMENT |
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| Title |
Investigating the Use of Assistive Technologies for Students with Learning Disabilities |
| Statement of responsibility, etc. |
/Walaa Mohamed Hassan Attia |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Date of publication, distribution, etc. |
2023 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
105p. |
| Other physical details |
ill. |
| Dimensions |
21 cm. |
| 500 ## - GENERAL NOTE |
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| Materials specified |
Supervisor: Mohamed Mamdouh Awny |
| 502 ## - Dissertation Note |
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| Dissertation type |
Thesis (M.A.)—Nile University, Egypt, 2023 . |
| 504 ## - Bibliography |
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| Bibliography |
"Includes bibliographical references" |
| 505 0# - Contents |
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| Formatted contents note |
TABLE OF CONTENTS<br/>DEDICATION ................................................................................................................ i<br/>ACKNOWLEDGMENT................................................................................................ ii<br/>DECLARATION ..........................................................................................................iii<br/>ABSTRACT.................................................................................................................. iv<br/>TABLE OF CONTENTS.............................................................................................. vi<br/>LIST OF ABBREVIATIONS....................................................................................... ix<br/>LIST OF FIGURES........................................................................................................ x<br/>LIST OF TABLES ........................................................................................................ xi<br/>CHAPTER 1: INTRODUCTION .................................................................................. 1<br/>1.1 DOCUMENT OUTLINE..................................................................................... 3<br/>CHAPTER 2: LEARNING DISABILITIES ................................................................. 4<br/>2.1 PREFACE ............................................................................................................ 4<br/>2.2 TYPES OF DISABILITIES................................................................................. 4<br/>2.2.1 Learning Disabilities..................................................................................... 4<br/>2.2.2 Learning Disabilities Types .......................................................................... 5<br/>2.2.2.1 Dysgraphia ............................................................................................. 6<br/>2.2.2.2 Dyspraxia ............................................................................................... 7<br/>2.2.2.3 Dyscalculia (Math dyslexia) .................................................................. 7<br/>2.2.2.4 Auditory Processing Disorder (APD) (Auditory Dyslexia)................... 7<br/>2.2.2.5 Language Processing Disorder (LPD) ................................................... 7<br/>2.2.2.6 Dyslexia.................................................................................................. 8<br/>2.2.2.6.1 Concept of Dyslexia........................................................................ 8<br/>2.2.2.6.2 Symptoms of Dyslexia .................................................................... 9<br/>2.2.2.6.3 Types of Dyslexia ......................................................................... 11<br/>2.3 ASSISTIVE TECHNOLOGY FOR LEARNING DISABILITIES................... 15<br/>2.3.1 Benefits of Using Technology .................................................................... 18<br/>2.4 FORMS OF DYSLEXIC ASSISTIVE TECHNOLOGY .................................. 20<br/>2.4.1 Reading Assistive Technologies ................................................................. 20<br/>2.4.2 Writing and Spelling Assistive Technologies............................................. 28<br/>vii<br/>2.4.3 Speech Recognition..................................................................................... 29<br/>CHAPTER 3: RESEARCH METHODOLOGY ......................................................... 47<br/>3.1 PROBLEM STATEMENT ................................................................................ 47<br/>3.2 RESEARCH QUESTIONS................................................................................ 47<br/>3.3 RESEARCH OBJECTIVES .............................................................................. 48<br/>3.4 SIGNIFICANCE OF RESEARCH.................................................................... 48<br/>3.5 RESEARCH METHODS................................................................................... 48<br/>3.6 RESEARCH DESIGN ....................................................................................... 49<br/>3.7 DATA COLLECTION....................................................................................... 49<br/>3.7.1 The Exploitation of Secondary Data ........................................................... 50<br/>3.7.2 Semi-Structured Interviews......................................................................... 51<br/>A) Exploratory Phase Interviews ..................................................................... 51<br/>B) Main Stage of Data Collection.................................................................... 55<br/>3.7.3 Non-Participatory Observation ................................................................... 57<br/>3.8 DATA ANALYSES........................................................................................... 58<br/>CHAPTER 4: RESULTS ............................................................................................. 60<br/>4.1 DISCUSSIONS .................................................................................................. 60<br/>4.2 SUMMARY ....................................................................................................... 68<br/>CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................... 70<br/>5.1 CONCLUSIONS................................................................................................ 70<br/>5.2 FUTURE RESEARCH ...................................................................................... 72<br/>5.3 LIMITATIONS.................................................................................................. 72<br/>5.4 REASONS FOR NOT USING ASSISTIVE TECHNOLOGIES IN LEARNING<br/>CENTERS IN EGYPT.................................................................................................. 73<br/>5.5 RECOMMENDATION ..................................................................................... 73<br/>REFERENCES............................................................................................................. 76<br/>APPENDICES.............................................................................................................. 79<br/>APPENDIX A: DETAILS OF THE CENTERS...................................................... 79<br/>a) Learning Resource Center (LRC)............................................................... 79<br/>b) IKIDS Academy.......................................................................................... 84<br/>c) Different Abled Initiative............................................................................ 87<br/>d) Be Creative Center...................................................................................... 89<br/>APPENDIX B: INTERVIEW GUIDE..................................................................... 92<br/>Appendix B-1: The First Interview Guide ........................................................... 92<br/>Appendix B-2: The Second Interview Guide....................................................... 93 |
| 520 3# - Abstract |
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| Abstract |
Abstract:<br/>Assistive technology has been available to assist in educating students with learning<br/>disabilities for many years. However, many tutors lack knowledge about the availability<br/>and/or the possibilities of this technology, which results in its underutilization. Hence, the<br/>technology that helps children enhance their cognitive and academic abilities is not<br/>benefiting them as it should. This research aims to identify assistive technologies that can<br/>support students with learning disabilities in developing their academic and cognitive skills<br/>from the perspectives of specialists in relevant educational centers. The obstacles that limit<br/>the provision of assistive technology are also identified, and appropriate suggestions are<br/>developed to overcome them. A qualitative approach was used to achieve these research<br/>objectives. The researcher conducted interviews to gather data from specialists in four<br/>different educational centers. A review of the literature on the global availability and use<br/>of assistive technology, along with interviews with specialists and center managers, as well<br/>as observations at centers, helped raise awareness of its availability. This also highlights<br/>the importance of utilizing assistive technology for individuals with learning disabilities.<br/>In this research, 84 valid responses were obtained through interviews with individuals from<br/>Egypt who are indulging in educational centers. Analyses of the data confirmed the<br/>effectiveness of assistive technology in aiding individuals who have learning disabilities.<br/>Interviews with tutors and managers from different centers included a range of questions<br/>regarding the utilization of assistive technology for individuals with learning disabilities.<br/>Responses reveal that specialized centers and parents of children with disabilities lack<br/>comprehensive knowledge about assistive technology. Hence, they need specialized<br/>awareness campaigns. This research provides valuable information on the provision of<br/>assistive technology and the education of children with learning disabilities, aiming to<br/>enhance their developmental and academic competence. |
| 546 ## - Language Note |
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| Language Note |
Text in English, abstracts in English. |
| 650 #4 - Subject |
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| Subject |
MOT |
| 655 #7 - Index Term-Genre/Form |
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| Source of term |
NULIB |
| focus term |
Dissertation, Academic |
| 690 ## - Subject |
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| School |
MOT |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Thesis |
| 650 #4 - Subject |
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| -- |
309 |
| 655 #7 - Index Term-Genre/Form |
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| -- |
187 |
| 690 ## - Subject |
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| -- |
309 |