Innovative Technology for Secondary Students with Learning Disabilities

1992 ◽  
Vol 58 (5) ◽  
pp. 407-421 ◽  
Author(s):  
John Woodward ◽  
Russell Gersten
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Achievement ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Innovative Technology ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Use Of Technology

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

The Role of Models in Secondary Science Instruction

1994 ◽  
Vol 15 (2) ◽  
pp. 94-104 ◽  
Author(s):  
John Woodward
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Secondary Students ◽  
Graphic Organizers ◽  
Secondary Science ◽  
Students With Learning Disabilities ◽  
Curriculum Revision ◽  
Understanding Of Science ◽  
Secondary Science Instruction

This article reviews common curricular alternatives for addressing the needs of secondary students with learning disabilities in science. For the most part, special education strategies for modifying science materials reflect generic techniques. Support for these methods is based on the argument that they place relatively few demands on teachers. Moreover, these methods readily apply to the commercial texts used in general and special education classrooms, however, the increasing complexity of secondary materials, as well as the call for a richer understanding of science. Make techniques like direct instruction, mnemonics, and graphic organizers less tenable. A curriculum revision method that emphasizes models and context-rich problem solving is proposed as a contemporary alternative.

Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities

1993 ◽  
Vol 59 (5) ◽  
pp. 444-455 ◽  
Author(s):  
Maurice Hollingsworth ◽  
John Woodward
Keyword(s):  
Computer Simulation ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Comparison Group ◽  
Strategy Group ◽  
Integrated Learning ◽  
Students With Learning Disabilities ◽  
Simulation Games ◽  
Experimental Group

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Jean Bragg Schumaker ◽  
Joseph Fisher
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Student Learning ◽  
Secondary Students ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Software Program ◽  
Software Programs ◽  
Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Skill Acquisition ◽  
Note Taking ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Teachers And Students ◽  
Students With Ld ◽  
Assessment And Testing ◽  
Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

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.

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