An Innovative Approach to Involve Students with Learning Disabilities in Intelligent Learning Systems

2019 ◽  
pp. 39-50 ◽  
Author(s):  
Fatimaezzahra Benmarrakchi ◽  
Nihal Ouherrou ◽  
Oussama Elhammoumi ◽  
Jamal El Kafi
Keyword(s):  
Learning Disabilities ◽  
Learning Systems ◽  
Innovative Approach ◽  
Students With Learning Disabilities

The Effects of an Innovative Approach to Mathematics on Academically Low-Achieving Students in Inclusive Settings

1997 ◽  
Vol 63 (3) ◽  
pp. 373-388 ◽  
Author(s):  
John Woodward ◽  
Juliet Baxter
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
National Standards ◽  
Innovative Approach ◽  
Students With Learning Disabilities ◽  
Innovative Methods ◽  
Low Achieving Students ◽  
Inclusive Settings

This article presents results from a year-long study of an innovative approach to mathematics and its impact on students with learning disabilities as well as those at risk for special education. There is a considerable interest in the field regarding current mathematics reform, particularly as it reflects the simultaneous and conflicting movements toward national standards and inclusion. Results suggest that innovative methods in mathematics are viable for students with average and above average academic abilities and that students with learning disabilities or those at risk for special education need much greater assistance if they are to be included in general education classrooms. The success of the majority of students in this study raises questions about commonly advocated instructional methods in special education.

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.

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