What Do You Mean By That? Constructive Beginnings When Working With Adolescents With Language Learning Disabilities

2010 ◽  
Vol 17 (3) ◽  
pp. 77-84 ◽  
Author(s):  
Geraldine P. Wallach ◽  
Stephen Charlton ◽  
Julie Christie
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Language Learning ◽  
School Setting ◽  
Literacy Learning ◽  
Content Area ◽  
Language And Literacy ◽  
Language Learning Disabilities ◽  
School Based ◽  
High School Setting

The authors recognize the challenges facing school-based speech-language pathologists (SLPs) who are encouraged to create and deliver curriculum-focused and strategic-based intervention. The high school setting can be an especially daunting one but it is also a place where SLPs can use their expertise to participate in innovative partnerships with students and colleagues in the facilitation of language and literacy learning. This article outlines selected language initiates focused toward content area learning within a constructive comprehension framework.

scholarly journals Language Learning Disabilities: How Can I Help My Students with Dyslexia?

2018 ◽  
Vol 2 (2) ◽  
pp. 187
Author(s):  
Eka Apriani ◽  
Dadan Supardan
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Language Learning ◽  
Middle Childhood ◽  
Reading Disabilities ◽  
Reading Skill ◽  
Learning Method ◽  
Good Strategy ◽  
Language Learning Disabilities ◽  
Two Stages

Abstract This paper showed the language learning method in teaching disabilities students with dyslexia problem. In this article the main focus is how to teach the dyslexia students in reading skill. Furthermore, in this study also explain the causes of dyslexia which are neurological and cognitive factor. Beside of that, the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, Grade 1-3, and Grade 4-8) and middle childhood with dyslexia (High school, college, and adult). And the last teacher has important role in teaching for the students with reading disabilities and difficulties (dyslexia). Teacher can guide the student in learning, give them an interesting activities by using good strategy. Keyword: Reading Skill, Dyslexia, and Language Learning.

Outcomes of a restorative circles program in a high school setting.

2016 ◽  
Vol 6 (3) ◽  
pp. 459-468 ◽  
Author(s):  
Lilyana Ortega ◽  
Mikhail Lyubansky ◽  
Saundra Nettles ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
School Setting ◽  
High School Setting

The High School Setting

2020 ◽  
pp. 1-14
Author(s):  
Carl J. Wenning ◽  
Rebecca E. Vieyra
Keyword(s):  
High School ◽  
School Setting ◽  
High School Setting

scholarly journals Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260224
Author(s):  
Mandy Gijzen ◽  
Sanne Rasing ◽  
Rian van den Boogaart ◽  
Wendy Rongen ◽  
Twan van der Steen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Scale Up ◽  
School Setting ◽  
Serious Game ◽  
School Students ◽  
Preventive Program ◽  
High School Setting

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

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