Punishing the Vulnerable: Exploring Suspension Rates for Students With Learning Disabilities

2017 ◽  
Vol 53 (4) ◽  
pp. 216-219 ◽  
Author(s):  
Gordon Brobbey
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Learning Disabilities ◽  
School Administrators ◽  
Sociodemographic Factors ◽  
Review Of The Literature ◽  
Students With Learning Disabilities ◽  
Suspension Rates

Students with learning disabilities are suspended at disproportionate rates in schools. Although research has shown the ineffectiveness of suspension as a disciplinary tool, school administrators continue to use it to combat behavior infractions. This column presents a review of the literature on suspension for students with learning disabilities, its impact on their academic achievement, and sociodemographic factors that put students with learning disabilities at risk for suspension. Implications are discussed and further areas of research are suggested.

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.

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Improving Fluency in At-Risk Readers and Students with Learning Disabilities

2001 ◽  
Vol 22 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Rose M. Allinder ◽  
Lynette Dunse ◽  
Cynthia D. Brunken ◽  
Heidi J. Obermiller-Krolikowski
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Students With Learning Disabilities

Writing and Writing Difficulties From Primary Grades to College

2015 ◽  
Vol 39 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Steve Graham ◽  
Tracey E. Hall
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Elementary School ◽  
Writing Process ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Evidence Based Practices ◽  
Considerable Difficulty ◽  
Students With Ld

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

2009 ◽  
Vol 32 (3) ◽  
pp. 181-196 ◽  
Author(s):  
Ann C. Orr ◽  
Sara Bachman Hammig
Keyword(s):  
Learning Disabilities ◽  
Teaching Strategies ◽  
Universal Design ◽  
Review Of The Literature ◽  
Federal Law ◽  
Students With Learning Disabilities ◽  
Backward Design ◽  
Inclusive Practice ◽  
Inclusive Teaching

One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using inclusive teaching strategies to better meet the needs of all students. Principles of universal design, borrowed from architecture and manufacturing, are increasingly influential on postsecondary pedagogy. This review of the literature examined 38 research-based articles related to universal design and inclusive practice at the postsecondary level. Five primary themes are identified and discussed in relation to their supporting literature: backward design, multiple means of presentation, inclusive teaching strategies and learner supports, inclusive assessment, and instructor approachability and empathy.

scholarly journals Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries

2018 ◽  
Author(s):  
Anne M. Hayes ◽  
Eileen Dombrowski ◽  
Allison H. Shefcyk ◽  
Jennae Bult
Keyword(s):  
Learning Disabilities ◽  
System Development ◽  
School Administrators ◽  
School Setting ◽  
Students With Learning Disabilities ◽  
Middle Income ◽  
Middle Income Countries ◽  
Complex Process ◽  
Support Students ◽  
Low And Middle Income

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

Sign in / Sign up

Export Citation Format

Share Document