درخت حوزه‌های تخصصی

The objective of this study was to explore and identify effective differentiated instruction (DI) strategies for students with learning disabilities in mainstream educational settings. This qualitative research involved semi-structured interviews with 21 participants, including general education teachers, special education teachers, and educational administrators from an urban school district. Participants were selected through purposive sampling, ensuring a diverse representation of educators with extensive experience in teaching students with learning disabilities. Data collection continued until theoretical saturation was achieved. Thematic analysis was conducted to identify patterns and themes related to DI strategies, perceived effectiveness, implementation challenges, and support mechanisms. The study identified several key DI strategies, including differentiated content, process, product, and environment, along with the integration of technology. These strategies were reported to enhance student engagement, academic achievement, and social-emotional development. However, significant challenges such as time constraints, limited resources, and the need for professional development were highlighted. Support mechanisms, including professional development opportunities, collaborative practices, administrative backing, community resources, parental engagement, and technological support, were identified as crucial for successful DI implementation. Differentiated instruction is an effective approach to addressing the diverse needs of students with learning disabilities, promoting inclusivity and improving educational outcomes. Despite its benefits, the successful implementation of DI requires addressing substantial challenges through targeted support mechanisms. Future research should focus on expanding the sample size, exploring long-term impacts, and investigating the role of technology in DI. Practical recommendations include enhancing professional development, fostering collaboration, securing administrative support, engaging community resources, and increasing parental involvement.

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.

The integration of robotics in education has garnered increasing attention, particularly in the realm of special needs education. As technology evolves, so does its potential to enhance learning experiences for students with disabilities. This letter explores the current state and future prospects of using robotics in special needs education, drawing on recent research to highlight both the challenges and opportunities. The future of robotics in special needs education holds immense promise. By enhancing academic skills, boosting motivation and engagement, and supporting social and emotional development, robotics can significantly improve the educational experiences of students with disabilities. However, to realize this potential, it is essential to address the challenges related to design, accessibility, and educator training. Continued research and innovation will be crucial in ensuring that robotics can serve as an effective tool in special needs education, providing tailored support that meets the diverse needs of all students.