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Articles 1 - 11 of 11
Full-Text Articles in Special Education and Teaching
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Graduate Theses & Dissertations
Students with learning disabilities represent a group of students who are frequently most in need of high-quality instruction in order to meet the academic goals consistent with their non-disabled peers (Kretlow & Blatz, 2011). Despite the existence of several easily accessible, free online resources and federal mandates in laws such as those in the Every Student Succeeds Act (ESSA, 2015) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), research has found that teachers still fail to implement evidence-based practices in their instruction (Cook, Smith & Tankersley, 2012). The purpose of this study was to measure the level of …
Understanding Student And Faculty Perceptions Of The Accommodation And Support Procedures For Students With Ld In Ontario Universities: A Mixed Methods Approach, Sarah Copfer Terreberry
Understanding Student And Faculty Perceptions Of The Accommodation And Support Procedures For Students With Ld In Ontario Universities: A Mixed Methods Approach, Sarah Copfer Terreberry
Electronic Thesis and Dissertation Repository
With recent advances in disability policies, practices, and inclusive education mandates, students with learning disabilities (LD) are choosing to attend higher education at a rate that is greater than ever before. Despite these positive advances, however, the transition from secondary to higher education and the adjustment to post-secondary environments for students with LD continues to present a number of unique academic, social, and emotional challenges for this population, especially as this relates to obtaining access to accommodation and support for their learning needs. This study investigated how the needs of students with learning disabilities (LD) are currently being met at …
Vocabulary Gamification Vs Traditional Learning Instruction In An Inclusive High School Classroom, Diana Nahmod
Vocabulary Gamification Vs Traditional Learning Instruction In An Inclusive High School Classroom, Diana Nahmod
Theses and Dissertations
The purpose of this study was to examine the effects of vocabulary quiz scores when Kahoot! game-based response system was implemented as a competitive game for vocabulary review, alternating with a traditional review worksheet. The study was conducted in a public high school in Monmouth County, NJ across two 10th grade English classrooms with general education and special education students ranging in age from 15-16 years old who reside in Central New Jersey. Vocabulary quizzes were administered weekly over twelve weeks. Participants in this study consisted of 36 general education students and 14 special education students. Results of the study …
The Effects Of Graphic Organizers To Identify Main Idea And Supporting Details In Informational Text On Students With Learning Disabilities, Heather Coombs
The Effects Of Graphic Organizers To Identify Main Idea And Supporting Details In Informational Text On Students With Learning Disabilities, Heather Coombs
Theses and Dissertations
The purpose of the study was to examine the effects of graphic organizers to identify main idea and supporting details in informational text on students with learning disabilities. The participants were eight 6th grade students classified with learning disabilities in reading. This study implemented an ABAB design. Data was collected during the Baseline (A1), Intervention (B1), Baseline (A2), and Intervention (B2) phases. The independent variable for this study was the utilization of a graphic organizer to assist in identifying main idea and supporting details, as well as reading comprehension. The dependent variables were student identification of main idea and supporting …
The Effects Of Interactive Word Walls On Students With Learning Disabilities In The Secondary Science Classroom, Casey Elizabeth Eustace-Debaun
The Effects Of Interactive Word Walls On Students With Learning Disabilities In The Secondary Science Classroom, Casey Elizabeth Eustace-Debaun
Theses and Dissertations
Effective approaches for teaching vocabulary to various populations of learners is a topic of current research (Barr, Eslami, & Malatesha, 2012) yet little research is dedicated to students with learning disabilities in the science classroom. Within this study the interactive word wall was used as a tool to build vocabulary and to encourage usage of new subject-specific terminology. The experiment utilized quasi-experimental pre-post test comparison group design using interrupted time-series (Johnson & Christiensen, 2007) due to the inability to randomize participants and establish a clear control group. The data was collected across four units of terminology and with a student …
Comprehension Strategies For Middle School Students With Learning Disabilities, Kevin A. Justen
Comprehension Strategies For Middle School Students With Learning Disabilities, Kevin A. Justen
Culminating Projects in Special Education
Comprehension Strategies for Middle School Students with Learning Disabilities
Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani
Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani
Theses and Dissertations
The purpose of this study was to analyze the effect of Self-Regulated Strategy Development (SRSD) on the persuasive essay writing of seventh grade students with disabilities. Specifically the study analyzed the effects of SRSD on (a) essay length, (b) number of essay parts, and (c) essay quality. In addition, student satisfaction with SRSD was evaluated for social validity. Eight seventh grade students, seven male and one female, participated in the study. All students were classified with either learning disabilities (LD) or other health impairment (OHI). A single-subject multiple baseline across participants design was used. During the baseline phase, students wrote …
Strategies For The Social Inclusion Of Peers With Learning Difficulties: Perspectives Of Adolescents In Various Birth Order Positions, Sarah Lynne Breckenridge
Strategies For The Social Inclusion Of Peers With Learning Difficulties: Perspectives Of Adolescents In Various Birth Order Positions, Sarah Lynne Breckenridge
Electronic Thesis and Dissertation Repository
While inclusive education has become common practice, adolescents with learning difficulties still tend to be socially excluded by their peers. Whether sibling birth order affects the way adolescents include students with learning difficulties is a limited area of research. By conducting semi-structured interviews with high school students, the present study aimed to explore beliefs about how peers with learning difficulties may be socially included, examining accounts from oldest, youngest and middle siblings. Through content analysis, 4 main themes were identified: (a) academic interventions, (b) group events and activities, (c) student-driven initiatives, and (d) creating awareness (about learning difficulties). Chi square …
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Reading Horizons: A Journal of Literacy and Language Arts
This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general education classroom. We used a multiple baseline design across participants to evaluate the effects of instruction on strategy application as measured through comprehension rubrics (Keene, 2006) and on comprehension-question answering as measured through researcher-developed literal and inferential comprehension questions. Results showed that participants applied comprehension strategies and improved their percentage accuracy with answering comprehension …
Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia
Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia
Walden Dissertations and Doctoral Studies
In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship …
Rap: A Reading Comprehension Strategy For Students With Learning Disabilities And Concomitant Speech-Language Impairments Or Adhd, Suzanne E. Kemp
Rap: A Reading Comprehension Strategy For Students With Learning Disabilities And Concomitant Speech-Language Impairments Or Adhd, Suzanne E. Kemp
Department of Special Education and Communication Disorders: Faculty Publications
Students with learning and language disabilities and those with attention deficit hyperactivity disorder (ADHD) frequently struggle with reading comprehension. The purpose of this study was to investigate the efficacy of a paraphrasing cognitive strategy that consists of read, ask, put (RAP) on reading comprehension. In addition, the maintenance effects two months after treatment for three students with learning disabilities either concomitant speech-language impairmenst or ADHD was also studied. Read, ask, put was taught using the Strategic Intervention Model (SIM). A multiple baseline design across participants was used with three fourth grade students with learning disabilities. Results indicated the use of …