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Articles 1 - 13 of 13
Full-Text Articles in Education
What College Presidents Need To Know About College Students With Learning Disabilities, Wanda Hadley
What College Presidents Need To Know About College Students With Learning Disabilities, Wanda Hadley
Journal of Research on the College President
Increasing numbers of students with learning disabilities are attending colleges and universities each year. Transitioning from high school to college poses challenges for many students but particularly students with learning disabilities. They move from the secondary school system that provides much oversight and guidance to the college environment that expects them to be more independent and self-regulating. Research in the field offers that college students with learning disabilities who understands how their learning disability influences their learning, self-advocates for services, self-discloses to the Office for Students with Disabilities (OSD) and meets with their professors are more successful in the college …
Using Positive Self-Talk And Goal-Oriented Thinking To Improve Behavioral Outcomes For Students With Learning Disabilities, Danielle M. Feeney
Using Positive Self-Talk And Goal-Oriented Thinking To Improve Behavioral Outcomes For Students With Learning Disabilities, Danielle M. Feeney
UNLV Theses, Dissertations, Professional Papers, and Capstones
Positive self-talk is the experience of carrying on an internal conversation with oneself in the form of praise and encourages the individual to persist despite risks or challenges. Goal- oriented thinking is a purposeful mental process used when solving a problem or working on a task and generally occurs when an individual is reasoning, problem solving and decision making. When engaged in goal-oriented thinking, individuals must interpret their current situation, determine their desired state, and then connect the two through a series of actions in an attempt to transform the former to the latter. Individuals who frequently use positive self-talk …
Does Goal Setting Make A Better Reader?, Elayna Bierle
Does Goal Setting Make A Better Reader?, Elayna Bierle
Master's Theses & Capstone Projects
This action research project looked at the relationship between goal setting and an increase in reading levels in six public school students in 4th and 5th grade with learning disabilities in reading. Data was collected through Individualized Education Plan progress reports and individual goals written by the students in connection with the Developmental Reading Assessment test over the fall 2018 semester. The data was compared to the 2018 spring semester IEP goal data from the previous school year when the students had not written goals.
Motivating Students With Learning Disabilities To Succeed In Education, Ana Reyes-Ortiz
Motivating Students With Learning Disabilities To Succeed In Education, Ana Reyes-Ortiz
Capstone Projects and Master's Theses
Many students with learning disabilities may feel incapable of achieving in their academic goals and are in need of greater motivation. They may believe that abilities are innate and fixed and that their ability to learn and achieve is unchangeable. However, they may not be aware of growth mindset strategies that can support their academic success. To address the need for motivation, I created three lessons to teach seventh grade students in a resource classroom at Aptos Jr. High strategies for a growth mindset and to stay motivated throughout their academic challenges.
Dysgraphia, Madeline Brown
Dysgraphia, Madeline Brown
Classical Conversations
Envision a kindergarten student sitting in school with an assignment to copy. As she sits down, she already knows the challenge writing presents for her but does not speak up or say anything because this time probably will not be any different than when she requested help before. She has been labeled as a lazy writer and has never had the most readable handwriting. All of the other children around her finish the assignment and she inevitably she remains unable to complete the first sentence. This scene does not have to play out this way. Students in schools across the …
Teacher Perception Of Inclusion: A Daunting Task Or Welcome Challenge, Anna Kirsten Gryskiewicz
Teacher Perception Of Inclusion: A Daunting Task Or Welcome Challenge, Anna Kirsten Gryskiewicz
Doctor of Education (Ed.D)
Approximately one-third of school-age children have been identified as students with learning disabilities. As a result, teachers are confronted with the challenge of providing quality instruction to students with diverse learning needs. Challenges and benefits abound in the inclusive classroom. Therefore, the study, considered quantitative, non-experimental, and survey research in nature, explored variables that influence teacher perception and participant-perceived satisfaction of inclusion. The cross-national study consisted of 112 participants hailing from public and private schools in Africa, Europe, and the United States. Differentiated instruction, social skills development, pre-service preparedness, and classroom culture represented the most statistically significant correlates in predicting …
Grief Of Adolescents With Learning Disabilities: Proceed With Caution, Matthew J. Bateman
Grief Of Adolescents With Learning Disabilities: Proceed With Caution, Matthew J. Bateman
Graduate Education Student Scholarship
This research review and student-centered manual explores the findings and assertions of various studies relating to the antecedents and trends of grief among adolescence with learning disabilities. The meta-analysis explores numerous peer-reviewed journal articles and accredited studies in an attempt to gain a greater understanding of the current landscape of youth sadness, with a special focus on youths with learning disabilities. As multiple studies have indicated, overwhelming grief and disability harassment is a serious problem plaguing American youths. The reviewed literature also indicated that youths with learning disabilities are at a greater risk of experiencing prolonged episodes of sadness. Although …
Practical Strategies For Conducting And Documenting Classroom Observations In Sld Evaluation, Mariya T. Davis, Julie Southward
Practical Strategies For Conducting And Documenting Classroom Observations In Sld Evaluation, Mariya T. Davis, Julie Southward
Special Education Faculty Publications
Nearly half of all students receiving special education services are identified as students with a specific learning disability (SLD; National Center for Learning Disabilities [NCLD], 2014). The Individuals with Disabilities Education Act (IDEA) requires evaluation teams to analyze multiple data to determine if a student qualifies for special education services. In accordance with the federal law, a student must be observed in the regular classroom setting, and a description of the relationship between the behavior and academic functioning must be noted in a written Full and Individual Evaluation (FIE) report. Discussed in this article are recommendations and practical strategies related …
Educator Perceptions Of A Schoolwide Writing Intervention Implementation: Implications For Practice, Heather Haynes Smith, Courtney Crim, Samantha Bos
Educator Perceptions Of A Schoolwide Writing Intervention Implementation: Implications For Practice, Heather Haynes Smith, Courtney Crim, Samantha Bos
Education Faculty Research
Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a four-year, schoolwide, K–12 implementation of strategic instruction model (SIM) learning strategies addressing written expression. A survey (n = 22) and semistructured interviews (n = 16) were administered to examine the perceptions of educators on schoolwide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation …
Students With Learning Disabilities, Pair Programming And Situational Motivation, Shana L. Pribesh, Wu He, Silvana M. Watson, Debra A. Major, Li Xu, Ling Li, Xin Tian, Anjee Gorkhali, Yuming He
Students With Learning Disabilities, Pair Programming And Situational Motivation, Shana L. Pribesh, Wu He, Silvana M. Watson, Debra A. Major, Li Xu, Ling Li, Xin Tian, Anjee Gorkhali, Yuming He
Educational Foundations & Leadership Faculty Publications
Persons with learning disabilities (LD) are underrepresented in computer science and information technology fields despite the explosion of related career opportunities and interest. In this study, we examine the use of pair programming as a collaborative intervention in with computer programming and compare students with learning disabilities to students who do not have learning disabilities. We concentrate on situational motivation constructs which tap into the desire to meet goals and acquire skills. We find that students with LD and similar students without LD fare the same. For the both groups, three of the four situational motivation subscales increase after the …
Eighth-Grade Teachers' And Students' Experiences With Ipads In Math Inclusion Classes, Sitembiso Maduma Ncube
Eighth-Grade Teachers' And Students' Experiences With Ipads In Math Inclusion Classes, Sitembiso Maduma Ncube
Walden Dissertations and Doctoral Studies
Although educators have embraced technology in mathematics inclusion classrooms, students with math learning disabilities (MLD) still have anxiety and negative attitudes about mathematics and score lower than their counterparts. The purpose of this qualitative single case study was to investigate and describe the experiences of middle school 8th grade inclusion iPad math app users. The technological pedagogical content knowledge model, the universal design for learning model, and the experiential learning theory provided the conceptual framework of technology integration. The research questions addressed the experiences of middle school inclusion teachers and students with MLD regarding iPad use in a Common Core …
Lebanese Elementary Teachers' Perceptions About Metacognitive Skills For Students With Learning Disabilities, Tassoula Semaan Bassous
Lebanese Elementary Teachers' Perceptions About Metacognitive Skills For Students With Learning Disabilities, Tassoula Semaan Bassous
Walden Dissertations and Doctoral Studies
Teachers in Lebanese schools are still using outdated traditional strategies for instructing students with learning disabilities (LD). The purpose of this qualitative exploratory case study was to understand Lebanese elementary teachers' perceived barriers to providing effective metacognition skills instruction and increase the understanding of how teachers are supporting students with LD to use metacognitive strategies to enhance their own learning. The conceptual framework used to ground the study was Flavell's metacognitive theory. The purposeful sample included 12 elementary special and regular education teachers selected from 6 different Lebanese schools in 5 areas in Lebanon. Each teacher participated in a semistructed …
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Research outputs 2014 to 2021
Background In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the …