Views of Students with Learning Disabilities of their Homework in General Education Classes: Student Interviews

1996 ◽  
Vol 19 (2) ◽  
pp. 70-85 ◽  
Author(s):  
Valerie Sawyer ◽  
Janet S. Nelson ◽  
Madhavi Jayanthi ◽  
William D. Bursuck ◽  
Michael H. Epstein
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Future Research ◽  
Research Needs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Individual Interviews ◽  
Teachers And Parents

This study examined the experiences and views of students with learning disabilities regarding the homework they receive in their general education classes and identified ways that teachers and parents might positively affect students' performance. Subjects were 10 high school students identified as having learning disabilities. Individual interviews were conducted to elicit information from each student. An analysis of the interviews resulted in the emergence of three themes: (a) factors that make homework easy, (b) factors that make homework difficult, and (c) recommendations for teachers, students, and parents. The results, limitations of the study, and future research needs are discussed.

The Fairness of Report Card Grading Adaptations

1999 ◽  
Vol 20 (2) ◽  
pp. 84-105 ◽  
Author(s):  
William D. Bursuck ◽  
Dennis D. Munk ◽  
Mary M. Olson
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Student Perceptions ◽  
Students With Learning Disabilities ◽  
Achievement Level ◽  
School Students ◽  
Perceptions Of Fairness ◽  
Teacher Acceptability

As more and more students with learning disabilities are being included in general education classes, concerns have arisen in regard to the low grades that these students are likely to receive. Although there is some evidence to suggest that teacher adaptations of grades are helpful, the extent to which teachers implement grading adaptations may be influenced at least in part by the teachers' perceived acceptability of the adaptations. One factor that may influence perceived teacher acceptability is student perceptions. Teachers may be unlikely to use adaptations that are perceived as negative by their students. The purpose of this study was to (a) assess high school students' perceptions of the fairness of grading adaptations, (b) identify factors (e.g., achievement level) that may influence perceptions of fairness, and (c) identify practices deemed most fair and acceptable to students with and without learning disabilities. This purpose was met by surveying and interviewing high school students with and without learning disabilities. The results of the surveys and interviews as well as their implications for grading students with learning disabilities in general education classes are discussed.

Students' Views of Instructional Practices: Implications for Inclusion

1995 ◽  
Vol 18 (3) ◽  
pp. 236-248 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Janette Klingner ◽  
Linda Saumell
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Learning Strategies ◽  
High Achievers ◽  
Learning Needs ◽  
School Students ◽  
Individual Interviews ◽  
Special Learning Needs

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

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