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Colored Overlays And Symbol Identification In Pre-School Children With Disabilities, Edith A Naas
Colored Overlays And Symbol Identification In Pre-School Children With Disabilities, Edith A Naas
UNLV Retrospective Theses & Dissertations
The purpose of this study was to determine if pre-school children, with and without disabilities, could identify symbols more accurately while looking at the symbols through colored overlays; The LEA Playing Cards and the LEA Near Vision Test were used to assess the ability to point to a symbol. To screen for the preferred color overlay the Cerium Colour Overlays were used; Eighteen children, aged 3 to 5 years participated. Nine were children with disabilities, nine were children without disabilities; A screening determined if each child could match four common symbols by pointing. Three groups were formed. Each group included …
Exploring The Effects Of Online Instructional Models On The Writing Achievement Of High School Students With And Without Disabilities, Bradley Jon Kaffar
Exploring The Effects Of Online Instructional Models On The Writing Achievement Of High School Students With And Without Disabilities, Bradley Jon Kaffar
UNLV Retrospective Theses & Dissertations
The purpose of the study was to investigate the effectiveness of three online models for teaching a paragraph writing strategy to students with and without disabilities. A learning strategist instructor implemented The Paragraph Writing Strategy (Schumaker & Lyerla, 1993) using three treatment groups that included the following online models: (a) Power Point media, (b) streaming video, and (c) multimedia (Power Point and video). Participants were 121 high school students in grades 9 through 12 enrolled in an online charter school program; there were 27 students with disabilities and 94 students without disabilities. Data were collected to answer five research questions …
Social Skills Of Students With Emotional Disabilities: A Technology -Based Intervention, Therese M Cumming
Social Skills Of Students With Emotional Disabilities: A Technology -Based Intervention, Therese M Cumming
UNLV Retrospective Theses & Dissertations
Students with emotional and behavioral disabilities can be some of the most difficult students to keep in the regular school setting, let alone include in general education classes (Desbians & Royer, 2005). Often, higher percentages of students with emotional disabilities are placed in the most restrictive settings (e.g., homebound, hospitals, and residential settings) than students with any other disability (Nelson, Jordan, & Rodrigues-Walling, 2002). One of the keys to success for these students is consistent and systematic instruction in the areas of behavior and social skills (Williams & Reisberg, 2003); The use of multimedia, student-generated social skills lessons coupled with …
The Effects Of Computer-Assisted Language Learning On English Language Learners With And Without Disabilities In An Elementary School Setting, Christine Kay Beaird
The Effects Of Computer-Assisted Language Learning On English Language Learners With And Without Disabilities In An Elementary School Setting, Christine Kay Beaird
UNLV Retrospective Theses & Dissertations
The purpose of the study was to investigate the effects of the English Language Learners Instructional System (ELLIS) on oral language, written language, and reading achievement among students who are English language learners with and without disabilities. Additionally, levels of teacher satisfaction with computer-assisted language learning (CALL) and the use of ELLIS were assessed. Participants were 78 third, fourth, and fifth grade students with and without disabilities enrolled in a public elementary school. All participants were of Hispanic descent and were identified as being Non- or Limited-English Proficient based on the Language Assessment Scales (LAS) (CTB Macmillan/McGraw-Hill, 1994). Twelve of …