Review of Mathematics Interventions for Secondary Students With Learning Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Samantha Marita ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Interventions ◽  
School Interventions ◽  
Mathematical Skills ◽  
Based Instruction ◽  
Support Students

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used for both students with disabilities and students without disabilities. Implications for practice and future research are also discussed, including the need for continued research on middle and high school interventions to address a variety of mathematical skills and concepts.

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities

2019 ◽  
Vol 43 (4) ◽  
pp. 227-240
Author(s):  
Alexandra A. Lauterbach ◽  
Mary T. Brownell ◽  
Elizabeth A. Bettini
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Learning Difficulties ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Teachers ◽  
Hermeneutic Phenomenological ◽  
Students With Ld ◽  
Support Students ◽  
Research Based Practices

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

Technology-Based Practices for Secondary Students with Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Audio Recordings ◽  
Test Technology ◽  
Students With Ld ◽  
Contextualized Learning

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities

2022 ◽  
pp. 002221942110654
Author(s):  
Jade Wexler ◽  
Elizabeth Swanson ◽  
Alexandra Shelton ◽  
Leigh Ann Kurz ◽  
Laura Bray ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Literacy Practices ◽  
School Level ◽  
Future Research ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Tier 1 ◽  
Sustained Use ◽  
Multiple Case

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve the reading success among students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers’ adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the Office of Special Education Programs (i.e., Promoting Adolescents’ Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers’ sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.

Adaptation of the Teaching Students With Disabilities Self-Efficacy Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110423
Author(s):  
Rawn Boulden
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Support Students ◽  
Contemporary School

This study aimed to adapt the Teaching Students With Disabilities Self-Efficacy Scale for contemporary school counseling practice. The adaptation, titled the Students With Learning Disabilities School Counselor Self-Efficacy Scale, is a resource that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The findings suggest that the scale has sound validity and reliability metrics, with a few considerations. This article also discusses implications.

The Effects of Text-to-Speech on Reading Outcomes for Secondary Students With Learning Disabilities

2018 ◽  
Vol 34 (2) ◽  
pp. 80-91 ◽  
Author(s):  
Mary Cece Young ◽  
Carrie Anna Courtad ◽  
Karen H. Douglas ◽  
Yun-Ching Chung
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Text To Speech ◽  
Reading Outcomes

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 165-179 ◽  
Author(s):  
Paula E. Lancaster ◽  
Jean B. Schumaker ◽  
Sean J. C. Lancaster ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Secondary Level ◽  
Students With Learning Disabilities ◽  
Test Taking ◽  
Competency Testing ◽  
Quasi Experimental ◽  
Test Taking Strategy ◽  
Current Emphasis

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies.

Productivity Apps Supporting Higher Order Writing Skills for Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (5) ◽  
pp. 313-320 ◽  
Author(s):  
Kathy B. Ewoldt
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Writing Skills ◽  
Higher Order ◽  
Students With Learning Disabilities ◽  
Software Applications ◽  
Academic Supports ◽  
Writing Technology

Students with learning disabilities tend to focus on lower-level elements of writing, leading them to compose poorly organized paragraphs comprised of strings of linear ideas. Deficits in language and working memory negatively impact ability to produce quality writing. Technology and software applications can provide a means of academic supports for students with disabilities. Four productivity applications (i.e., apps) that encourage focusing on higher-order writing skills and support cognitive load are presented for use with secondary students. These apps are combined to provide teachers with a step-by-step technique for instructing students to write a quality expository paragraph.

scholarly journals In the Nick of Time: A Pan-Canadian Examination of Extended Testing Time Accommodation in Post-secondary Schools

2017 ◽  
Vol 6 (1) ◽  
pp. 28 ◽  
Author(s):  
Laura Sokal ◽  
Alina Wilson
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Testing Time ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
Standard Testing ◽  
Exemplary Practices ◽  
Decision Making Processes

Extended testing time accommodation (ETTA) is the most common accommodation assigned to post-secondary students with disabilities. We examined data on the processes of providing and monitoring the use of ETTA at 48 Canadian post-secondary institutions who provided accommodations to over 43,000 students with disabilities in every province in Canada. Findings indicated that students with learning disabilities were the most likely to be allocated ETTA. The most common duration of ETTA by far was 150% of the standard testing time provided to other students, and was typically assigned in over 70% of cases-- despite there being no valid empirical evidence to support this practice. In almost half of the institutions following this practice, this duration of ETTA was typically awarded upon intake based on guidelines, policies, or the belief that research exists to support this procedure, and in over 40% of these institutions there were no procedures in place for monitoring and modifying ETTA allowances once assigned. There was evidence of some exemplary practices in terms of the decision-making processes that went into determining and monitoring individual student’s ETTA durations. However, concerns were raised in some cases by the rationales for providing specific durations of ETTA, and by the lack of monitoring that together comprised ‘blanket’ accommodations.

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