Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

Review of Mathematics Interventions for Secondary Students With Learning Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Samantha Marita ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Interventions ◽  
School Interventions ◽  
Mathematical Skills ◽  
Based Instruction ◽  
Support Students

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used for both students with disabilities and students without disabilities. Implications for practice and future research are also discussed, including the need for continued research on middle and high school interventions to address a variety of mathematical skills and concepts.

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

2020 ◽  
pp. 105345122094414
Author(s):  
Justin D. Garwood ◽  
Stephen Ciullo ◽  
Daniel R. Wissinger ◽  
John W. McKenna
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Civics Education ◽  
Education Services ◽  
Content Acquisition

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research

2020 ◽  
Vol 86 (4) ◽  
pp. 393-412 ◽  
Author(s):  
Stephen Ciullo ◽  
Alyson Collins ◽  
Daniel R. Wissinger ◽  
John William McKenna ◽  
Yu-Ling Lo ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Historical Reasoning ◽  
The Social ◽  
Comparison Groups ◽  
Meta Analyses

This meta-analysis synthesized over 40 years of research ( k = 42 studies) in the social studies for students with learning disabilities. We analyzed the various mechanisms that researchers have used to improve outcomes in the social studies by conducting a subgroup investigation of interventions targeting the following instructional categories: (a) content acquisition, (b) general literacy in social studies, (c) alternative or digitized text, and (d) historical reasoning. The subgroup meta-analyses resulted in considerable variability across study and intervention components. Meta-analysis robust variance estimation procedures were used to aggregate standardized mean difference effect sizes of treatment and comparison groups. Implications for future research and suggestions for classroom instruction are provided.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

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.

scholarly journals The Effectiveness of Suggestopedia Method with Wordwall Picture in Increasing Vocabulary Mastery with Learning Disabilities

2018 ◽  
Vol 1 (2) ◽  
pp. 193-204
Author(s):  
Merlin D Merlin D ◽  
Siti Hajar Larekeng
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Mixed Methods Research ◽  
Interrupted Time Series ◽  
Students With Learning Disabilities ◽  
Qualitative Approaches ◽  
Result Show ◽  
Academic Year ◽  
Interrupted Time Series Design ◽  
Learning English

This study investigates the effects of Suggestopedia method with wordwall picture in increase the vocabulary mastery students of SMPLB Negeri Parepare in academic year 2016/ 2017. This method engages the students’ attentions and various fun learning activities which decreased the students’ boredom during their learning. Wordwall picture provides the students’ illustrations and ideas in their minds. It applied mixed methods research design quantitative and qualitative approaches with single group interrupted time-series design. The population are who students with learning disabilities of SMPLB Parepare in academic year 2016/2017 which consist of 11 students and the sample constitútes consist of 5 students.  This research  used sampling as  a technique of sampling. Based on the quantitative analysis, the result showed that 1) student test were significant accorbing to the questionnaire, the result show thet the students motivation incresed. It means that suggestopedia method with wordwall picture affected the students vocebulary mastery in learning. The result also proved that students interest in learning english has a significant relationship or influence with students vocebulary score. 2) The qualitative data from questionnaire showed that students’ motivation increased. It means that Suggestopedia method with wordwall picture affected the students vocabulary, mastery in learning, it proved that Suggestopedia Method with Wordwall Picture able to increase the interest in learning English of the students with disabilities learning of SMPLB Parepare;

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