Volume 1, Issue 161 (4-2021)
J Except Educ 1400, __(161): 98-98 |
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Nosrati F, sharifi S, fathabadi R. The effect of ontime intervention on entering elementary school in slow learners. J Except Educ 2021; 1 (161) :98-98
URL: http://exceptionaleducation.ir/article-1-1474-en.html
URL: http://exceptionaleducation.ir/article-1-1474-en.html
1- Faculty of Psychology and Educational Sciences, University of Tehran , nosrati@ut.ac.ir
2- Faculty of Psychology and Educational Sciences, University of Tehran
3- allameh tabatabai university
2- Faculty of Psychology and Educational Sciences, University of Tehran
3- allameh tabatabai university
Abstract: (1859 Views)
Abstract
Objective: Slow learners often demonstrate weaker academic performance than their peers hence are
in need of more practice and repetition in learning. The current study seeks to investigate the effects of
teaching slow learners the necessary skills to enter the primary school in the form of an early intervention
package.
Method: The statistical population included all 6 and 7 year old first graders (27 students) studying in the
academic year of 1997-96 in Marivan who had obtained a borderline intelligence score (70- 85) in the
assessment plan upon entering the primary school. A total of 19 students underwent the intervention using
the available sampling during 20 sessions. A pretest -posttest design was used in this quasi-experimental
study performed within the experimental group. The research instruments included an entrance test for
assessing primary school students and the 2015 package for early intervention, both developed by the
Special Education Organization. Descriptive statistics in SPSS software was used to analyze the data.
Also, for the effectiveness of the course, t-test (hoteling and paired student) was used due to the normal
distribution of the data.
Findings: There is a significant difference between the mean of pre-test and post-test of enhanced subskills
at the level of 0.0001. Effect size values: 0.94, 0.78 and 98.8 were obtained, which shows the role of
the dependent on the independent variable.
Conclusion: The results show that more attention should be paid to improving the skills of these slow
learners in various fields and appropriate interventions should be made from an early age to provide the
necessary ground for the development and training of slow learners.
Objective: Slow learners often demonstrate weaker academic performance than their peers hence are
in need of more practice and repetition in learning. The current study seeks to investigate the effects of
teaching slow learners the necessary skills to enter the primary school in the form of an early intervention
package.
Method: The statistical population included all 6 and 7 year old first graders (27 students) studying in the
academic year of 1997-96 in Marivan who had obtained a borderline intelligence score (70- 85) in the
assessment plan upon entering the primary school. A total of 19 students underwent the intervention using
the available sampling during 20 sessions. A pretest -posttest design was used in this quasi-experimental
study performed within the experimental group. The research instruments included an entrance test for
assessing primary school students and the 2015 package for early intervention, both developed by the
Special Education Organization. Descriptive statistics in SPSS software was used to analyze the data.
Also, for the effectiveness of the course, t-test (hoteling and paired student) was used due to the normal
distribution of the data.
Findings: There is a significant difference between the mean of pre-test and post-test of enhanced subskills
at the level of 0.0001. Effect size values: 0.94, 0.78 and 98.8 were obtained, which shows the role of
the dependent on the independent variable.
Conclusion: The results show that more attention should be paid to improving the skills of these slow
learners in various fields and appropriate interventions should be made from an early age to provide the
necessary ground for the development and training of slow learners.
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2019/Dec/Sun | Revised: 2021/Oct/Fri | Accepted: 2021/Feb/Mon | Published: 2021/Aug/Mon | ePublished: 2021/Aug/Mon
Received: 2019/Dec/Sun | Revised: 2021/Oct/Fri | Accepted: 2021/Feb/Mon | Published: 2021/Aug/Mon | ePublished: 2021/Aug/Mon
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