Evidence supporting the internal, external, and contextual validity of a writing program targeting middle-school students with disabilities

2011 ◽  
Vol 5 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Lisa N. Foster ◽  
Christopher H. Skinner
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Writing Program ◽  
School Students

scholarly journals Bullying Among Middle School Students with Disabilities

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Breanna McNeal ◽  
Dorothy Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Critical Role ◽  
Self Report ◽  
Male Students ◽  
School Students ◽  
Bully Victimization ◽  
Willingness To Intervene ◽  
Caucasian Students

This investigation examined the association between bully victimization and willingness to intervene in bullying situations among students with and without disabilities. Through the use of self-report surveys, middle school students (n = 1005) participated in the study. The majority of students with disabilities reported having a Specific Learning Disability, and the sample included 49% male students and 44% Caucasian students. Results indicated that there was no significant effect for disability status on willingness to intervene; however, students who were bullied were more willing to intervene compared to youth with low rates of victimization. Students with disabilities who were victimized at high rates reported greater willingness to intervene in bullying situations compared to students with disabilities who reported lower rates of victimization and students without disabilities. These findings suggest that students with disabilities play a critical role in supporting other students who are being victimized by intervening to help them.

scholarly journals Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

2019 ◽  
Vol 35 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Emily C. Bouck ◽  
Leslie A. Mathews ◽  
Corey Peltier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Middle Grades ◽  
Virtual Manipulatives ◽  
School Students ◽  
Content Areas ◽  
Mathematical Content ◽  
Concrete Manipulatives ◽  
Instructional Needs

Manipulatives offer students with disabilities access and support in classrooms. However, it is important for educators to be aware that concrete manipulatives are not the only option. Teachers serving students identified with a disability in the middle grades may consider selecting virtual manipulatives as supplement, complement, or in lieu of concrete manipulatives. In this technology in action, the authors provide information for educators about using virtual manipulatives and how they can be used across different settings, instructional needs, and mathematical content areas for middle school students with disabilities.

The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Michael F. Hock ◽  
Irma F. Brasseur-Hock ◽  
Alyson J. Hock ◽  
Brenda Duvel
Keyword(s):  
Middle School ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Reading Disabilities ◽  
Reading Program ◽  
School Students ◽  
Standardized Measures ◽  
Quasi Experimental

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read below the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the promise of a comprehensive 2-year reading program called Fusion Reading. Fusion Reading is designed to significantly narrow the reading achievement gap of middle school students with reading disabilities. Using a quasi-experimental design with matched groups of middle school students with reading disabilities, statistically significant differences were found between the experimental and comparison conditions on multiple measures of reading achievement with scores favoring the experimental condition. The effect size of the differences were Hedges’s g = 1.66 to g = 1.04 on standardized measures of reading achievement.

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