The Effects of an Innovative Approach to Mathematics on Academically Low-Achieving Students in Inclusive Settings

1997 ◽  
Vol 63 (3) ◽  
pp. 373-388 ◽  
Author(s):  
John Woodward ◽  
Juliet Baxter
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
National Standards ◽  
Innovative Approach ◽  
Students With Learning Disabilities ◽  
Innovative Methods ◽  
Low Achieving Students ◽  
Inclusive Settings

This article presents results from a year-long study of an innovative approach to mathematics and its impact on students with learning disabilities as well as those at risk for special education. There is a considerable interest in the field regarding current mathematics reform, particularly as it reflects the simultaneous and conflicting movements toward national standards and inclusion. Results suggest that innovative methods in mathematics are viable for students with average and above average academic abilities and that students with learning disabilities or those at risk for special education need much greater assistance if they are to be included in general education classrooms. The success of the majority of students in this study raises questions about commonly advocated instructional methods in special education.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders

2019 ◽  
Vol 54 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Allison F. Gilmour
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Behavioral Disorders ◽  
Teacher Certification ◽  
Teaching Quality ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Certified Teachers ◽  
Certified Teacher

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Teaching Algebra to Students with Learning Disabilities

2003 ◽  
Vol 96 (9) ◽  
pp. 622-624
Author(s):  
Marcee M. Steele ◽  
John W. Steele
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Algebra Instruction ◽  
Teaching Algebra ◽  
Inclusive Settings ◽  
General Education Classroom

In many states, students with learning disabilities are required to take algebra in high school. These students are usually served in inclusive settings (the general education classroom), where they often struggle with algebra because the content is so abstract. Although limited research and literature are available on algebra instruction for students with special needs, recognized strategies that promote students' learning can help make the algebra experience more enjoyable and successful for them and for the other students in the class, as well. This article highlights characteristics of students with learning disabilities, reviews current literature on algebra and students with learning disabilities, summarizes some of the recommendations, and describes how they can be put into practice.

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.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

2020 ◽  
pp. 105345122094437
Author(s):  
Marney S. Pollack ◽  
Alexandra Shelton ◽  
Erin Clancy ◽  
Christopher J. Lemons
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Literacy Instruction ◽  
Main Idea ◽  
Students With Learning Disabilities ◽  
Sentence Level ◽  
The Subject ◽  
Identification Strategy ◽  
Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

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