![]() We argue that the case provides an “existence proof” of the That the lesson study work affected each of the three pathways. Theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence Professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. ![]() The model thus suggests that development of teachers’ knowledge and Pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs changes in professionalĬommunity and changes in teaching–learning resources. ![]() The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. Despite the widespread use of computers, legible handwriting remains an important life skill that deserves greater attention from educators and health practitioners. There is evidence to indicate that handwriting difficulties do not resolve without intervention and affect between 10 and 30% of school-aged children. Studies of handwriting remediation suggest that intervention is effective. It is important that handwriting performance be evaluated using a valid, reliable, standardized tool combined with informal classroom observation and teacher consultation. Poor handwriting may be related to intrinsic factors, which refer to the child's actual handwriting capabilities, or extrinsic factors which are related to environmental or biomechanical components, or both. Fine motor control, bilateral and visual–motor integration, motor planning, in-hand manipulation, proprioception, visual perception, sustained attention, and sensory awareness of the fingers are some of the component skills identified. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Should play a crucial role in the assessment and in creating programs forįailure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. It is important to provide children with Down syndrome,Īnd all other children with ID, with early (re)habilitation programs for the Significant differences in fine motor skills between girls and boys withĭown syndrome. ![]() Statistically better than children with organic/other genetic cause of ID.Īn additional goal was to examine fine motor skills in children withĭown syndrome in relation to the child’s sex. On the other hand, children with unknown etiology of ID performed Not differ statistically significantly from the other two etiological groups. The results of this study indicate that children with Down syndrome did ![]() Fine motor skills were assessed by the Purdue Pegboard Test. Te sample for this study comprised 90Ĭhildren with ID, aged 7-15, who were divided in three etiological groups:ġ. Groups of children with intellectual disability (ID), we examined these skills The relative paucity of literature on fine motor skills in different etiological Suggests a close relationship between motor skills and intelligence. Moreover, fine motor skills are alsoĬorrelated to the childrens’ academic success at school. Their development is necessary for many everyday activities such asĭressing, feeding, holding objects, etc. Fine motor skills are very important for children’s overall functioning. ![]()
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