e-Dys-Learn Project

Countries Studied: Lithuania, Latvia, Bulgaria, Poland, Turkey

Area of Focus: Dyslexia

Types of learning difficulties the Case Study is supporting:

• Reading and writing difficulties
• General or specific learning difficulties

Aims and objectives of Case Study

The document aims to support pre-service teachers by providing comprehensive insights into what constitutes a learning difficulty and the types of learning environments beneficial for students with learning difficulties. It seeks to enhance the awareness, knowledge, and skills of pre-service teachers regarding learning difficulties. Additionally, the document informs pre-service teachers about the learning environments they can create, demonstrating how technology can be effectively utilized within these settings. It also focuses on equipping pre-service teachers with the necessary technological tools and experience needed in the design and development of these learning environments. This approach ensures that pre-service teachers are well-prepared to cater to diverse learning needs and utilize technology to foster an inclusive and supportive educational atmosphere.

Short description of Case Study

The document is a comprehensive guide aimed at enhancing the competencies of future primary school educators regarding learning difficulties. It provides a deep dive into various learning disorders, classifying and defining them with an emphasis on dyslexia, and details the early recognition and teaching methods for students with such difficulties. Additionally, the guide covers the integration of digital technologies in education, aiming to equip teachers with digital competencies and innovative practices to effectively support students with learning difficulties. The document stresses the importance of timely identification and intervention, advocating for inclusive educational practices that cater to all students’ needs, thereby promoting equal educational opportunities and fostering a supportive learning environment.

3 Key learning Principles that were used in this Case Study to support learners with LD

1. Metacognitive Strategies: The use of metacognitive strategies is emphasized to help students “think about their thinking.” This approach includes self-monitoring progress and adjusting strategies when things are not working as expected. By fostering self-awareness in learning processes, students can better manage their learning strategies and adapt to various challenges.
2. Individualized Education Plan (IEP): The document underscores the importance of IEPs, which are tailored to address the specific educational needs of each student. This plan includes detailed assessments of the student’s strengths and weaknesses and provides a structured outline for delivering the appropriate educational interventions..
3. Collaborative and Inclusive Practices: Encouraging a collaborative learning environment where teachers, parents, and other stakeholders work together to support the student’s educational journey is crucial. This collaborative approach ensures that all aspects of the student’s development are considered and supported.
4. Differentiated Instruction: This involves tailoring teaching environments and practices to create opportunities for varied learning experiences. By adjusting the learning environment to fit the diverse needs of students, the approach helps in addressing the unique challenges faced by each student..
5. Early and Correct Diagnosis and Intervention: Early identification and appropriate intervention are vital in managing learning difficulties effectively.

Strategies used as part of Case Study

• Adapting instruction to various learning styles.
• Individualized Learning Plans.
• Strategies for modifying or creating teaching materials to suit different abilities.

Results and impact

The assessment for learners with learning difficulties, as outlined in the document, involves a comprehensive, dynamic approach that includes several key components. It features dynamic assessment, which integrates curriculum-based measures focusing on reading, mathematics, and writing. This type of assessment is designed to evaluate not only the academic performance but also the cognitive processes associated with a student’s learning journey.

Additionally, the Response to Intervention (RTI) method is employed. This involves a multi-tiered approach starting with high-quality, research-based instruction in general education settings. It includes continuous monitoring of all students to assess their learning progress and determine who might need additional support. This systematic observation helps to adjust interventions based on the individual student’s response to instruction, thus making it a very targeted approach.

Various levels of teaching and intervention are tailored to the specific needs of students, allowing for increasing levels of instructional intensity depending on the student’s response to the interventions. This ensures that each student receives the appropriate level of support.

Finally, an annual evaluation of each student’s current functioning, known as the Present Level of Performance (PLOP), is conducted. This evaluation includes a comprehensive description of the student’s current abilities and skills, focusing on both strengths and weaknesses, and how these affect their education. It also considers the student’s physical condition, social activities, and the skills they need to develop independence. This framework is designed to be inclusive and adaptive, focusing on the early identification of issues and tailored interventions, critical for effectively supporting learners with learning difficulties.

Why can this Case Study be useful for the project research?

1. Practical Application: The case study demonstrates practical applications of theoretical knowledge and methodologies in a real educational setting. This can provide empirical evidence on the effectiveness of interventions and teaching strategies for learners with learning difficulties.
2. Feedback and Evaluation: It includes feedback from learners which can offer insights into their experiences and the impact of the teaching methods on their learning outcomes. Evaluating learner feedback is crucial for assessing the effectiveness of educational practices and for making informed adjustments to teaching strategies.
3. Research Integration: Being part of a broader research project, this case study contributes to the academic field by offering data and findings that can be analyzed, compared, and discussed within the scholarly community. This can help in building a more comprehensive understanding of the educational needs of learners with learning difficulties and the strategies that best support their learning.
4. Used as an Example by College: If the case study was used as an example by a college, it might provide a validated approach that can be replicated or adapted in similar educational settings. This can be particularly valuable for educational institutions looking to improve or innovate their teaching practices for students with learning difficulties.
5. Result of an Inspection: If the case study includes results from inspections or reviews, it can provide a benchmark of standards and outcomes that other educators and institutions can aim for or exceed. This also helps in maintaining a quality educational experience for learners with special needs.

Transferability

The case study provides a model for best practices in teaching strategies and interventions for learners with learning difficulties, serving as a practical reference for similar educational goals. It offers evidence-based results that validate the effectiveness of these methodologies in real-world settings. These insights can be scaled and adapted to different educational contexts, enhancing their applicability across various environments.

Furthermore, the findings can influence educational policies and practices, advocating for more effective approaches to managing learning difficulties. This contributes to systemic changes in educational institutions, improving support for all learners. Additionally, the case study enriches the body of educational research, particularly in learning difficulties, aiding further study and exploration in this field.

Overall, its potential to inform and enhance educational practices through research-backed strategies makes this case study a valuable resource for project research.

Resources used as part of Case Study

https://www.edyslearn.com/uploads/handbook_en.pdf

Critical issues

1. Early Identification: The need for timely recognition of learning difficulties to ensure early intervention, which is crucial for effective learning outcomes.

2. Technological Integration: The challenge of integrating technology in a meaningful way that supports the specific needs of students with learning difficulties, rather than using it as just another tool.

3. Teacher Preparedness: Ensuring that pre-service teachers are adequately prepared with the necessary knowledge, skills, and attitudes to address the needs of students with learning difficulties.

4. Inclusive Education: The importance of creating inclusive educational environments that cater to all students, regardless of their learning abilities, promoting equal learning opportunities.

5. Resource Availability: The necessity for sufficient resources, both technological and pedagogical, to support the specialized needs of students with learning difficulties.

Any additional learning that we can take from this Case Study, example:

The document mentions several countries in the context of their contributions to understanding and addressing learning difficulties. These countries include Bulgaria, Lithuania, Latvia, Poland, and Turkey. Each country brings its own unique perspective and strategies, contributing to a richer understanding of how diverse educational systems approach the challenges faced by students with learning difficulties. By examining the educational practices from these varied national contexts, the document offers a comprehensive look at international efforts to enhance learning environments for all students, particularly those who require additional support.