Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

2018 ◽  
Vol 23 (2) ◽  
pp. 142-157 ◽  
Author(s):  
Orly Lipka ◽  
Alona Forkosh Baruch ◽  
Yael Meer
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Support ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Post Secondary ◽  
Instructor Perceptions ◽  
Support Model

scholarly journals Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities

2021 ◽  
Vol 8 (02) ◽  
pp. 455-466
Author(s):  
Kelechi Lazarus
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Student Collaboration ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Group Members

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

scholarly journals LEARNING DISABILITIES: AN IMPEDIMENT TO VOCATIONAL CHOICE OF SECONDARY SCHOOL STUDENTS IN NIGERIA:IMPLICATIONS FOR COUNSELLING

2017 ◽  
Vol 13 (2) ◽  
pp. 265-274
Author(s):  
Abubakar Sadiq Haruna
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Psychological Functioning ◽  
Secondary School Students ◽  
Learning Disabled ◽  
Vocational Choice ◽  
School Students ◽  
Learning Abilities ◽  
Brain Functions ◽  
The Individual

This paper presents Learning disabilities (LD) as an impediment to vocational choice and development of secondary school students in Nigeria. Learning Disabilities is a lifelong developmental problem that affects the learner's ability to learn effectively and make a choice of the vocation of interest. The main thrust in the theories of learning disabilities is that LD is caused as a result of a subtle disturbance in the brain functions and structures. This problem is inherent in the individual thus inhibits learning abilities, social and psychological functioning of the learning disabled student. While the psychoanalytic view on vocational choice is positive for the normal student, it is however not the same for the learning disabled. Although factors as social, economic, psychological assets determine the vocational choice, the problem of choice of vocation is however complicated for the learning disabled. This is because the presence of emotional conflicts interferes with the ability of the learning disabled to make a choice. The major implication of these problems is that since the learning disabled students encounter emotional problems, occupation or the work environment should be adapted or altered so as to meet certain needs of the students. The recommendation offered suggests the establishment of model counselling and research centres in schools.

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. 

Strategies for Online Academic Research (SOAR)

2016 ◽  
Vol 8 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Carolyn Harper Knox ◽  
Lynne Anderson-Inman ◽  
Fatima E. Terrazas-Arellanes ◽  
Emily D. Walden ◽  
Lisa A. Strycker ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Research Performance ◽  
Academic Research ◽  
Advanced Technology ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
School Students ◽  
General Education Students ◽  
Post Secondary

The ability to conduct research is essential for meeting Common Core State Standards, for success in post-secondary education, and for access to many 21st-century careers. Although today's students increasingly turn to the Internet for information, they are often unprepared to engage effectively in academic research online. This article describes work at the University of Oregon's Center for Advanced Technology in Education in developing and testing nine Strategies for Online Academic Research (SOAR) designed for middle school students, with specific attention to the needs of students with learning disabilities. Included is information about the SOAR Student Toolkit, a multimedia website with step-by-step instructional modules for learning the nine strategies, as well as results from an evaluation in Connecticut. Results indicate that using the SOAR Student Toolkit improves online research performance for sixth-, seventh-, and eighth-grade general education students and students with learning disabilities. Implications for future research are discussed.

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