Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

2009 ◽  
Vol 34 (1) ◽  
pp. 75-81
Author(s):  
Susan Whitmer
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Physical Environment ◽  
The United States ◽  
Students With Learning Disabilities ◽  
University Campuses ◽  
Post Secondary ◽  
Space Design ◽  
Education Environment ◽  
Students With Ld

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Kathryn D Hansen ◽  
Debra L Dawson ◽  
Jacqueline A Specht
Keyword(s):  
Learning Disabilities ◽  
Secondary Education ◽  
Best Practice ◽  
Faculty Perceptions ◽  
Post Secondary Education ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
Students With Ld ◽  
Attitudes And Knowledge ◽  
Knowledge And Attitude

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education.

A Literature Review of Academic Interventions for College Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Wen Zeng ◽  
Song Ju ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Postsecondary Education ◽  
Relevant Literature ◽  
Strategy Instruction ◽  
Academic Interventions ◽  
Students With Learning Disabilities ◽  
Student Centered ◽  
Students With Ld ◽  
Support Students

The number of students with learning disabilities (LD) enrolling in postsecondary education has increased rapidly over the past decade. It is imperative to investigate what interventions have been used to assist students with LD in achieving academic success. To examine the interventions currently used to support students with LD in postsecondary education, the authors reviewed the relevant literature from 2000 to 2016. Four primary types of interventions were identified from 12 articles: assistive technology, direct assistance, strategy instruction, and comprehensive support program. The findings indicate that the student-centered approach is an important characteristic of current academic interventions for students with LD in postsecondary education. The authors also provide implications for researchers and practitioners for improving postsecondary interventions on students with LD.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

Algebra Instruction for Students with Learning Disabilities in the Era of Common Core

2021 ◽  
pp. 105345122110326
Author(s):  
Tricia K. Strickland
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Instructional Practices ◽  
Common Core ◽  
Algebra I ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
High School Algebra ◽  
Students With Ld ◽  
Education And Employment

The Common Core State Standards in Mathematics (CCSSM) were released more than 10 years ago. This set of standards outlines the mathematics that all students should know and be able to do to prepare them for post-secondary education and employment. Students with learning disabilities (LD) continue to underperform in relation to their peers without disabilities in secondary mathematics. As high school Algebra I is a required course for the majority of students, research-based instructional practices should be utilized to support students with LD in Algebra I. This article summarizes recent research on instructional practices for teaching algebra content that aligns to the CCSSM. Specifically, three types of instructional practices have been found to promote progress in the high school algebra content: (a) concrete-representational-abstract integration, (b) virtual manipulative instruction, and (c) gestures and diagrams.

scholarly journals Using Technology to Promote Academic Success for Students with Learning Disabilities

2016 ◽  
Vol 6 (3) ◽  
pp. 62 ◽  
Author(s):  
Ali M. Alghazo ◽  
Boshra E. Al-Otaibi
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Literature Review ◽  
Social Networking Sites ◽  
Academic Research ◽  
Successful Implementation ◽  
Students With Learning Disabilities ◽  
Speech Recognition Software ◽  
Students With Ld ◽  
High Level

The following research paper provides intends to act as an authoritative reference point for information related to using technology to promote academic success of students with Learning Disabilities (LD) based on information retrieved from various sources. The major objectives of this study are: To explore the advantages resulting from usage of technology to promote academic success for students with learning disabilities; To understand the obstacles that hinder the successful implementation and integration of technology that could be used to promote academic success for students with learning disabilities. To answer the question of how can technologies be used and integrated in the best possible manner to promote academic success for students with learning disabilities? The methodology used in the following study is a systematic literature review of relevant research studies and articles. A methodical analysis of previous literature is an imperative part of any academic research project (Webster & Watson, 2002). A comprehensive, high-level literature review forms the basis and motivation for constructive and extensive research (Boote and Beile, 2005, p. 3). The study found that schools and educationists need to execute requisite pedagogy in such a manner that students with LD are benefitted rather than confining them to special instructions and objectives. Integrating technology into regular education to support students with LD need not be costly or necessitate massive training. Assistive technology ranging from low-tech devices like pencil grips to advanced software like speech recognition software can empower children having LD with the skills required to take forward their education in an equivalent manner like their peers. Emerging technologies like social networking sites and freely available communication software can aid effective association with teachers and peers. Continuous policy up gradation and research can immensely contribute towards technology incorporation within teaching lessons for students with different academic LD.

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.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

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