Learning Disabilities and Achieving High-Quality Education Standards

2017 ◽  
Vol 40 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Learning Disabilities ◽  
Quality Education ◽  
Active Member ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Education Standards ◽  
Official Document ◽  
High Quality Education ◽  
Students With Ld ◽  
National Joint Committee

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the necessary ingredients that contribute to successful outcomes for students with LD in meeting HQES.

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties

2020 ◽  
pp. 073194872093285
Author(s):  
Gena Nelson ◽  
Jessica H. Hunt ◽  
Kristi Martin ◽  
Blain Patterson ◽  
Andy Khounmeuang
Keyword(s):  
Learning Disabilities ◽  
Current Knowledge ◽  
Proportional Reasoning ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Future Directions ◽  
Mathematics Difficulties ◽  
Students With Ld ◽  
And Mathematics

The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is under investigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.

scholarly journals Socialization of the quality of school graduates to increase society participation in achieving high-quality education

2021 ◽  
Vol 6 (12) ◽  
pp. 2303-2314
Author(s):  
Ida Martinelli ◽  
Nalil Khairiah ◽  
Nurhasanah Nasution ◽  
Leylia Khairani
Keyword(s):  
Government Regulation ◽  
Compulsory Education ◽  
Quality Education ◽  
High Quality ◽  
Education Standards ◽  
National Education ◽  
Implementation Model ◽  
High Quality Education ◽  
The Government

Graduating is not only about taking compulsory education, but also fulfilling the qualifications of graduates' abilities which include attitudes, knowledge, and skills. This is in accordance with the provisions of the education system contained in Government Regulation 32 of 2013. The lack of understanding of graduate quality standards is due to minimal socialization carried out by the government and related institutions. Therefore, this community service is important in order to provide knowledge to the society, so that it can further increase its participation to help in realizing high-quality education. The implementation model is carried out through the partnership method, by involving the government of Pematang Johar Village in several stages, namely: 1) pretest; 2) socialization; and 3) posttest to measure the success rate of the program. The results show that there is an increase in knowledge for the society about the quality of graduates in accordance with national education standards and there is a better awareness that society participation is needed to help realize high-quality education.

Learning Disabilities: Implications for Policy Regarding Research and Practice: A Report by the National Joint Committee on Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 195-199 ◽  
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Learning Disabilities ◽  
State Policy ◽  
Position Paper ◽  
Active Member ◽  
Official Document ◽  
Research And Practice ◽  
National Joint Committee

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD addresses points of agreement in the field, common misperceptions, and unresolved issues in scholarship and practice, and makes recommendations for federal and state policy.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

Significance of educational modeling during the COVID-19 coronavirus pandemic

2020 ◽  
pp. 57-64
Author(s):  
E.V. Karpovich
Keyword(s):  
Computer Simulation ◽  
Power Systems ◽  
Thermal Power ◽  
Educational Process ◽  
Quality Education ◽  
High Quality ◽  
High Quality Education ◽  
Distant Learning ◽  
Automation Systems ◽  
Detailed Presentation

The article shows computer simulation of the mechanical, thermal power systems and electronics and automation systems for the modern educational process organized remotely during the COVID-19 coronavirus pandemic. The article describes the computer models made by the author, analyzes and highlights the positive aspects of such simulation for conducting distant learning experiments, visual and detailed presentation of theoretical material and making conditions for obtaining high-quality education even under difficult pandemic conditions.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

Sign in / Sign up

Export Citation Format

Share Document