VIKTORIN, Jan. Social Barriers of Pupils and Students with Specific Learning Disabilities. Multidisciplinary Journal of School Education. Krakow: Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2022, vol. 11, No 1, p. 171-188. ISSN 2543-7585.
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Basic information
Original name Social Barriers of Pupils and Students with Specific Learning Disabilities
Authors VIKTORIN, Jan (203 Czech Republic, guarantor, belonging to the institution).
Edition Multidisciplinary Journal of School Education, Krakow, Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2022, 2543-7585.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50302 Education, special
Country of publisher Poland
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/47813059:19510/22:A0000379
Organization unit Faculty of Public Policies in Opava
Keywords in English literature review; social barriers; specific learning disabilities; pupils; teachers; family
Tags International impact, Reviewed
Changed by Changed by: PhDr. Mgr. Jan Viktorin, Ph.D., učo 57347. Changed: 29/6/2022 22:20.
Abstract
This literature review analyzes nine specialized papers which focus on issues of the social barriers of pupils and students with specific learning disabilities. In identifying the most important features and characteristics of pupils and students with specific learning disabilities, we need to recognize which areas have a significant impact on the learning process. At the forefront come the level of motor skills, the level of memory and intellectual abilities, laterality, perception, spatial orientation, learning strategies showing the competence of self-learning, communication, and social relations. The aim of the literature review was to analyze the research of foreign authors who primarily dealt with the issue of social relations and the abilities of pupils and students with specific learning disabilities. Based on the review, it was determined that the social barriers of pupils and students with specific learning disabilities extend throughout their entire education, from the beginning until the transition to higher education. Pupils and students with specific learning disabilities are most influenced by relationships to their immediate surroundings and to themselves.
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