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.

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities

2019 ◽  
Vol 43 (4) ◽  
pp. 227-240
Author(s):  
Alexandra A. Lauterbach ◽  
Mary T. Brownell ◽  
Elizabeth A. Bettini
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Learning Difficulties ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Teachers ◽  
Hermeneutic Phenomenological ◽  
Students With Ld ◽  
Support Students ◽  
Research Based Practices

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

Technology-Based Practices for Secondary Students with Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Audio Recordings ◽  
Test Technology ◽  
Students With Ld ◽  
Contextualized Learning

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

Using Smartpens to Support Note-Taking Skills of Students with Learning Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 86-93
Author(s):  
Joseph R. Boyle ◽  
Rachael L. Joyce
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Listening Comprehension ◽  
Written Expression ◽  
Note Taking ◽  
Students With Learning Disabilities ◽  
Meaningful Information ◽  
Incoming Information ◽  
Students With Ld

For students with learning disabilities (LD), note taking during lectures and discussions is a difficult task. Many students have difficulties with listening comprehension and written expression, two important skills vital for successful note taking during teacher lectures. Note taking is a cognitively demanding task whereby students must temporarily hold/rehearse incoming verbal lecture information, quickly construct representations into meaningful bits of information that can be recorded, and then transcribe the bits of meaningful information onto paper before the information is lost and before processing any new incoming information. Despite the difficulty of this task, smartpen technology can aid students during note taking by storing verbal lecture information and then syncing it up when students amend their partial notes. This article provides an overview of a smartpen strategy and a guide for teachers to implement this assistive technology in their classroom and improve the note taking of students with LD.

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.

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.

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.

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.

Smartpens: Note-Taking Technology for Students with Learning Disabilities

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Joseph Boyle ◽  
Rachel Joyce
Keyword(s):  
Learning Disabilities ◽  
New Technology ◽  
Verbal Information ◽  
Note Taking ◽  
Students With Learning Disabilities

For students with learning disabilities (SWLD), note-taking during lectures and discussions is a cognitively demanding task. The multitasking elements of recording verbal information and the temporal nature of a verbal lecture make it difficult for SWLD to record notes effectively. Smartpens are new technology that can help students to become better note takers by storing verbal lecture information and syncing it up later when students amend their notes. This article provides an overview of the research on smartpens, including two smartpen strategies that improved the note taking of SWLD, and tips for teachers about how to use these strategies in the classroom.

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