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- abstract below
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Student Perceptions of Learning Support Services: A Developmental Perspective

Sampath Vijayalakshmi, Annie John, John Neena, Joseph Michelle

Mallya Aditi International School, ann_bal2002@yahoo.co.in

Abstract

This paper looks into student perspectives on factors associated with learning support through a developmental perspective. The efficacy of the learning support programme is influenced by emotional and personal factors that students associate with learning support. Their awareness and sensitivity to their environment alter as they go through the different stages of childhood and adolescence. Utilization of learning support services is influenced by developmental demands, perceived reactions of peers, teachers, and the student's perception of their learning difficulties and the efficacy of the learning support programme. Students identified as requiring learning support, ranging from 6 years to 18 years, were administered a structured interview to assess their understanding of the basic nature of their difficulty, comfort levels with respect to relationships with peers and teachers and the recognition of the need for the learning support services provided. The implication that this information would have on teaching methods, classroom accommodation and the social skills intervention programmes across age groups, as well as parental support, and school policy decisions will be discussed.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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