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Introduction

Students with executive functioning challenges often struggle with organizing tasks, managing time, setting goals, and regulating emotions. These challenges can significantly impact their academic performance, social relationships, and overall well-being. As a result, it is crucial for educators and researchers to understand the unique needs of these students and develop effective strategies to support them in various educational settings.

This thesis aims to explore the needs of students with executive functioning challenges and provide insights into how educators can better support these students. By examining the existing literature, conducting empirical research, and analyzing findings, this study seeks to contribute to the existing knowledge base on this topic and offer practical recommendations for educators, parents, and other stakeholders.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of executive functioning
2.2 Characteristics of students with executive functioning challenges
2.3 Impact of executive functioning challenges on academic performance
2.4 Strategies for supporting students with executive functioning challenges
2.5 Existing interventions and programs for students with executive functioning challenges
2.6 Empirical studies on executive functioning challenges in educational settings
2.7 Parent and teacher perspectives on supporting students with executive functioning challenges
2.8 Cultural considerations in addressing the needs of students with executive functioning challenges
2.9 Technology and its role in supporting students with executive functioning challenges
2.10 Summary of key findings

Chapter 3: Research Methodology
3.1 Research design
3.2 Participant selection
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Limitations of the study
3.8 Future research directions

Chapter 4: Discussion of Findings
4.1 Overview of the study
4.2 Analysis of data
4.3 Comparison with existing literature
4.4 Implications for practice
4.5 Recommendations for educators and other stakeholders
4.6 Reflections on the research process

Chapter 5: Conclusion and Summary
5.1 Recap of key findings
5.2 Contributions to the field
5.3 Implications for future research
5.4 Final thoughts and recommendations

Thesis Overview

The education system has witnessed an increasing number of students with executive functioning challenges, presenting unique needs that require specialized support. This thesis addresses the needs of these students by exploring the impact of executive functioning challenges on academic performance, social interactions, and overall well-being. Through an extensive literature review, empirical research, and analysis of findings, this study offers practical recommendations for educators, parents, and other stakeholders to better support students with executive functioning challenges.

Chapter 1 provides an introduction to the study, highlighting the significance of addressing the needs of students with executive functioning challenges and outlining the structure of the thesis. Chapter 2 conducts a comprehensive literature review, examining the characteristics of students with executive functioning challenges, the impact of these challenges on academic performance, existing interventions and programs, and cultural considerations in supporting these students. Chapter 3 discusses the research methodology, including research design, participant selection, data collection methods, and ethical considerations.

Chapter 4 presents a detailed discussion of the findings, analyzing the data, comparing it with the existing literature, and offering implications for practice. Chapter 5 concludes the thesis by summarizing the key findings, highlighting contributions to the field, suggesting future research directions, and providing final thoughts and recommendations.

Overall, this thesis aims to contribute to the existing knowledge base on addressing the needs of students with executive functioning challenges and provide practical strategies for supporting these students in educational settings.

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