Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching

2000 ◽  
Vol 31 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Annemarie Sullivan Palincsar ◽  
Kathleen M. Collins ◽  
Nancy L. Marano ◽  
Shirley J. Magnusson
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
Learning Problems ◽  
Guided Inquiry ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Inclusion Classrooms ◽  
Inquiry Science Teaching ◽  
Social Profiles ◽  
Print Literacy

Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was conducted for the purpose of closely studying the engagement and learning of students who have learning disabilities as they participate in a particular approach to guided inquiry called Guided Inquiry supporting Multiple Literacies (GIsML). Questions guiding the research included (a) What are the opportunities and challenges that GIsML instruction presents students with special needs? (b) How do students with special needs respond to these opportunities and challenges? and (c) What hypotheses emerge from the data that will usefully guide subsequent research investigating the means of mediating students’ participation in GIsML for the purpose of enhancing their engagement and learning?The research was conducted using an array of ethnographic methods. The findings were summarized in a set of claims concerning the engagement and learning of these students. Finally, cases of individual students were constructed to illustrate these claims. The article concludes with the case of one fourth-grade student as he engaged in a program of study investigating why objects float and sink. The case revealed (a) the ways in which, in the context of guided inquiry, the student achieved a number of positive outcomes; (b) how his learning problems, principally with regard to print literacy, revealed themselves in his activity; and (c) how contextual features served to enhance and deter his engagement and learning, as well as the engagement and learning of others.

scholarly journals The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

2015 ◽  
Vol 5 (2) ◽  
pp. 177-194
Author(s):  
Teja Lorger ◽  
Majda Schmidt ◽  
Karin Bakračevič Vukman
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Special Needs ◽  
Social Acceptance ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
The Social ◽  
Students With Ld

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community. 

scholarly journals The Relationship between Employability Skills and Self-Efficacy of Students With Learning Disabilities In Vocational Stream

2019 ◽  
Vol 15 (3) ◽  
pp. 163
Author(s):  
Fazlinda Ab Halim ◽  
Wan Hanim Nadrah Wan Muda ◽  
Saslizawati Izam
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Self Efficacy ◽  
Community Services ◽  
Employability Skills ◽  
Practical Training ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
The Relationship

Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skilfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications from the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the employability skills and The General Self-Efficacy Scale (GSE) to study the self-efficacy. Data were analysed using the Statistical Package for Social Science Version 19.0 (SPSS 19) to obtain the frequency, mean, standard deviation, percentage and correlation between the variables. The results show that employability skills and self-efficacy of the students with special needs are at a moderate level. The findings of the study reveal that there is a strong positive relationship between self-efficacy and the student’s employability skills. In conclusion, special education students with learning disabilities have room for improving their employability skills, and they can do it through these avenues: attend entrepreneurship programmes, participate in community services, and undergo self-improvement courses as well as practical training in relevant agencies. Societies are duty-bound to provide continual guidance to the students with special needs so that they can be a useful, and competitive work force to serve the country.

scholarly journals Analisis Kesulitan Belajar pada Anak Berkebutuhan Khusus (ABK) Di SMA Negeri 10 Kota Ternate

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Dewi Mufidatul Ummah
Keyword(s):  
Special Needs ◽  
Learning Difficulties ◽  
Secondary Data ◽  
Intellectual Ability ◽  
Learning Problems ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Learning Tasks ◽  
Analysis Technique ◽  
Descriptive Approach

This study aims to determine the analysis of learning difficulties in children with special needs (ABK) in students of SMA Negeri 10 Ternate. This research is descriptive research using descriptive approach. The focus of this study is focused on learning problems in students with special needs (ABK) on Deaf and Tuna Grahita in students of SMAN 10 Kota Ternate. The types and sources of data in this study consist of primary and secondary data that are qualitative in nature. Data collection techniques consist of interviews, observations, and documentation. Data Analysis Technique used is data reduction (reduction), Presentation of data (display), Verification Data (verification). The technique of data validation in this research is Triangulation and Member check. The results showed that SRN subjects showed low learning outcomes, were slow in doing learning tasks, were unable to capture material explanations, never collected and completed tasks and were difficult to adapt to the learning process at school. The SC subject shows the result that the SC Subject has below average intellectual ability and lack of confidence, learning difficulties experienced by SC subjects on all subjects related to practice and theory. SC learning difficulties are caused by psychic limitations of slow response and slow learner in receiving lessons and still difficult to write and read.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

scholarly journals LEARNING SCENARIO QURAN RECITATION STUDENT WITH LEARNING DISABILITIES (MODERATE FUNCTIONALITY)

2019 ◽  
Vol 1 (1) ◽  
pp. 07-13
Author(s):  
Rabiatuladawiyah Saleh ◽  
Mohd Nizam Sahad
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Learning Difficulties ◽  
Islamic Education ◽  
Learning Problems ◽  
Functional Learning

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

Teaching Algebra to Students with Learning Disabilities

2003 ◽  
Vol 96 (9) ◽  
pp. 622-624
Author(s):  
Marcee M. Steele ◽  
John W. Steele
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Algebra Instruction ◽  
Teaching Algebra ◽  
Inclusive Settings ◽  
General Education Classroom

In many states, students with learning disabilities are required to take algebra in high school. These students are usually served in inclusive settings (the general education classroom), where they often struggle with algebra because the content is so abstract. Although limited research and literature are available on algebra instruction for students with special needs, recognized strategies that promote students' learning can help make the algebra experience more enjoyable and successful for them and for the other students in the class, as well. This article highlights characteristics of students with learning disabilities, reviews current literature on algebra and students with learning disabilities, summarizes some of the recommendations, and describes how they can be put into practice.

scholarly journals TREATMENT FOR STUDENTS WITH LEARNING DISABILITY THAT CAN BE DONE BY BOTH TEACHERS AND PARENTS: A LITERATURE REVIEW

2019 ◽  
Vol 6 (02) ◽  
pp. 133-140
Author(s):  
Danny Rusmono
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Education Program ◽  
Group Intervention ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Catching Up ◽  
Inclusion Education ◽  
Special Education Program ◽  
Teachers And Parents

Inclusion education program has been implemented in Indonesia, which means schools are obliged to accept students with special needs. Students of said category perieved as a particular burden by their teachers. Teachers said that it was because they are lacking in experience to handle said students and they did not graduate from special education program in college. Aside from teachers, there are parents who are still lacking in information about the condition of their children. The present reserarch aims to find treatments suitable for teachers and parents to do to children with learning disabilities. The search of e-literatures was conducted to identify journals published from 2009 to 2019 concerning treatments that are suitable for teachers and parents to do. Electronic databases used were ScienceDirect, Proquest, Springer and SAGE. There were 6 studies used in this research after excluding studies that did not match to criteria used in this review. Treatments that can be done by both teachers and parents to students with learning disabilities are Group Intervention, Teacher-made Instruction Material, Homeschooling, Phonology and Orthography. The outcome of using those treatments is that students show improved skills to do what they have been struggling with and catching up with their peers.   Abstrak Pendidikan inklusi sudah diberlakukan di Indonesia. Artinya semua sekolah wajib menerima siswa berkebutuhan khusus. Guru mendapati siswa berkebutuhan khusus membawa beban dalam pengajarannya. Hal tersebut dikarenakan guru yang kurang berpengalaman atau guru tidak berasal dari pendidikan luar biasa. Selain guru yang kurang dapat menangani siswa berkebutuhan khusus, orang tua juga masih ada yang kurang memahami kondisi anaknya. Penelitian ini bertujuan untuk menemukan penanganan apa yang bisa dilakukan oleh orang tua dan guru. Pencarian literatur elektronik yang diterbitkan dalam 10 tahun terakhir mengenai penanganan yang dapat dilakukan oleh orang tua dan guru. Database elektronik yang digunakan adalah ScienceDirect, Proquest, Springer, Sage. Ada 6 studi yang digunakan setelah adanya seleksi menurut kriteria yang sudah ditetapkan. Ada beberapa penanganan yang dapat dilakukan bagi siswa dengan learning disability seperti group intervention, teacher-made instruction material, homeschooling, phonology dan ortography. Dari penanganan yang telah disebutkan, hasilnya adalah siswa dengan learning disability menunjukkan kemampuan belajar yang membaik, dan mampu mengejar ketertinggalan mereka dengan teman sebayanya.

Sign in / Sign up

Export Citation Format

Share Document