The effects of network-asisted individualizable response program design on symptoms of specific learning disorder

Individuals with specific learning disability (SLD) should only be helped with individualized school programs tailored to their specific needs. As the literature is examined, it is clear that field teachers did not have the time or opportunity to use the Ministry of National Education's Special Learning Disability Support Education Program in studies of students diagnosed with SLD, and parents of students who diagnosed with SLD did not contribute enough to the education of their children. Educational technology, according to the literature, plays a vital role in enhancing the experiences of individuals who need special education, promoting their learning, and delivering the individualized education that these children with varying developmental needs require. In this vein, a technology-based training curriculum was developed in this review in order to present the required experiments in order to minimize the symptoms associated with SLD in an individual manner and to remove the confusion and access constraints of the contents that should be implemented in SLD. The evolved architecture aimed for scientific realism in the application, the ability to schedule operations in accordance with diagnostic testing unique to our region, the inclusion of material for the diagnosis of SLD, and the provision of software input accordingly. Individuals who continue their scholarly studies in the areas of mental wellbeing, education, and informatics collaborating with individuals diagnosed with SLD contributed to the development of multidisciplinary task material for the application. The participants were given access to these designed activities through a web-based environment. Students with SLD were used as a sample in this research, which used an experimental design with a control group. During and after receiving the requisite consents, the parents of the students in the experimental and control classes, as well as the educators with whom they had interaction, were told about the research material, goals, and procedures. Stroop Test TBAG Type, Visual Aural Digit Span Test B Form, IT, Gessell's Figures Test experimental and control groups' pre and post measurements were conducted using test data instruments from the Specific Learning Disorder Neuropsychometry Battery. With the pre-measurement values obtained from the measurement tools and the performance query page developed by gathering expert opinions and reviewing the MEB curriculum, the aim was to define the areas that should be prioritized in the development of the student A paired sample t-test was used to calculate the difference in the first and last measurement scores of the participants in the experimental group with the measurements obtained from the mentioned data tools after introducing the open web-based instructional design to the students. Furthermore, an analysis of covariance (ANCOVA) was used to analyze the change in final measurement scores while keeping the pretest scores of both the experimental and control groups under control, and to see how well the pre-measurement scores predicted the post-measurement in both groups. A paired samples t-test was also used to compare the experimental and control groups after the post-test. Participants diagnosed with SLD demonstrated functionally important improvements in the areas of concentration and short-term memory, concentrated attention, selective attention, reaction inhibition, distracting impact regulation, information processing speed, and executive functions associated with everyday activities after using these research techniques. The decision has been made. Sensation awareness, attention, learning executive functions, sequencing, conceptualization, and linguistic expression are all part of this development. It was described as a decrease in s-related issues. Individualized design and instructional experiments that fit expected areas where the student is deficient meet the need for preparing individual training contents in line with specific learning needs, and individuals are less likely to experience material that is inappropriate for them. Apart from scanning model studies conducted in our country, it is thought that including technology-based and experimentally based multidisciplinary studies in the literature with appropriate content for the nature of SLD can be considered to have important contributions in terms of providing accessible and correct educational opportunities to meet the special needs of SLD. Keywords: specific learning disability, network supported intervention program, educational technology, metacognition, executive functions