Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods
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Keywords
Résumé
The United Nations Sustainable Development Goal 4 defines equal and inclusive education. Countries of the global south, including South Africa, have several interventions to achieve before making headway on this goal. South Africa has a unique political and historical narrative, and almost three decades post-apartheid, there remain stark differences in school and post-school education. Amongst some of these include learners with learning disabilities. This research focuses on learners with learning disabilities, such as Dyscalculia and Dyslexia. The introduction of digital technologies within higher education institutions excludes these learners as the adaptability of digital learning techniques has not been considered for specific learning disabilities. The challenges are now heightened. Although primary studies have been conducted in the past, no definitive solutions have been established for the seamless integration of these learners into mainstream education. Hence a different research approach was undertaken. An expansive review of existing scholarship was conducted using online academic resources and search platforms such as Google Scholar, Scopus and EBSCOhost. The purpose was to engage with a wide range of national and global literature. A discussion and comparison of available resources and tools were outlined and structured according to the inclusion and exclusion criteria. The study was underpinned by the universal design for learning theory. Global research indicated the availability of online tools that were too expensive for South African education and incompatible with the lack of skills and infrastructure. The literature provided adequate information to develop an introductory clinical sociology intervention and embark on a process of awareness and support for educators and affected learners
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Références
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Ambusaidi, A. (2009). The effect of teaching strategies based on multiple intelligence theory on academic achievement and alternative conceptions in chemistry. Journal of King Saud University - Educational Sciences and Islamic Studies. 21(1), 1-33. https://doi.org/10.1016/S1018-3639(18)30521-X
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Batdi, V. (2017). The effect of multiple intelligences on academic achievement: A meta analytic and thematic study. Educational Sciences: Theory & Practice. 17, 2057-2092.
Beacham, N. & Trott, C. (2005). Screening for dyscalculia within HE. MSOR Connections. 5(1). https://doi.org/10.11120/msor.2005.05010004
Belyakov, A., Cremonini, L., Mfusi, M., & Rippner, J. (2009). The effects of transitions on access to higher education. Washington, DC: Institute for Higher Education Policy.
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Bradshaw, D.G. (2020). Examining beliefs and practices of students with hidden disabilities and universal design for learning in institutions of higher education. Journal of Higher Education Theory & Practice. 20(15). https://doi.org/10.33423/jhetp.v20i15.3933
CAPS 123. (2023). Understanding school fees and quintiles in South African public schools. https://caps123.co.za/understanding-school-fees-and-quintiles-in-south-african-public-schools/#:~:text=The%20quintile%20system%20in%20South,that%20may%20not%20charge%20fees Accessed 2 February 2023.
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Cerruti, C. (2013). Building a functional multiple intelligences theory to advance educational neuroscience. Frontiers in Psychology. 4, 950. https://doi.org/10.3389/fpsyg.2013.00950
Cumming, T.M. & Rose, M.C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. Australian Educational Researcher. 49(5), 1025-1043. https://doi.org/10.1007/s13384-021-00471-7
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Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods. (2024). Revue De Sociologie Clinique, 19(1), 51-80. https://doi.org/10.36615/qw8ax028
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Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods. (2024). Revue De Sociologie Clinique, 19(1), 51-80. https://doi.org/10.36615/qw8ax028