scholarly journals Inclusion of Students With Learning, Emotional, and Behavioral Disabilities Through Strength-Based Approaches

2018 ◽  
Vol 55 (1) ◽  
pp. 46-51
Author(s):  
Justin D. Garwood ◽  
Abby A. Ampuja
Keyword(s):  
General Education ◽  
Growth Mindset ◽  
Behavioral Disabilities ◽  
Inclusive Classroom ◽  
Deficit Thinking ◽  
Students With Learning Disabilities ◽  
Emotional And Behavioral Disabilities ◽  
General Education Setting ◽  
Strength Based ◽  
Students With Ld

As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and instead use strengths-based thinking. This column explains the meaning of growth mindset theory and includes a rationale that explains why this approach may be particularly beneficial for students with LD and EBD. A brief review of past studies investigating the use of growth mindset that highlights the positive potential of this inexpensive, easy-to-implement approach is presented. Finally, a nine-step process for incorporating a growth mindset into the inclusive classroom setting is provided and tools to be used by teachers working with students with LD and EBD are included.

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.

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.

Intervention in School and Clinic

2016 ◽  
Vol 40 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Brittany Hott ◽  
Sheri Berkeley ◽  
Ambre Fairfield ◽  
Nelly Shora
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Law ◽  
Students With Learning Disabilities ◽  
Mild Disabilities ◽  
Law And Policy ◽  
Wide Range ◽  
Students With Ld ◽  
Practice Gap ◽  
Teaching Responsibilities

Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990–2014) in a prominent special education practitioner journal, Intervention in School and Clinic. Findings from review of 925 articles showed that 64% focused specifically on information related to students with learning disabilities (LD) or other mild disabilities. Forty-three percent of articles focused on educational practices based on intervention research for students with LD or other mild disabilities. Another 32% focused on information relevant for teachers of these students including strategies for managing other non-instructional teaching responsibilities, practices in general education settings, and changes in special education law and policy. Overall, this journal provides a wide range of resources for teachers of students with LD.

scholarly journals The Effect of a Training Program on the Attitudes of Teachers of Students with Learning Disabilities towards Co-Teaching

2020 ◽  
Vol 44 (3) ◽  
pp. 12-40
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Female Teachers ◽  
Students With Ld ◽  
And Control ◽  
Experimental Group

The purpose of this study was to examine the effect of a training program on the attitudes of teachers who teach students with learning disabilities (LD) toward co-teaching. The sample of the study consisted of 60 female teachers who teach students with LD in general education schools at Al Batinah South Governorate, Oman. The participants were divided into two equal groups (experimental and control); each group was composed of 30 teachers. The researchers developed a training program and attitudes toward co-teaching scale (AS). The AS was administered as pretest and posttest to the teachers in both groups. The experimental group teachers received a training program based on co-teaching. The results showed statistically significant differences between the ratings of the teachers in the control and experimental groups on the post-testing of AS in favour of the experimental group. Results also showed non-significant effect of teachers’ major in the post-testing of the AS for the experimental group.

Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis

2017 ◽  
Vol 41 (3) ◽  
pp. 131-143 ◽  
Author(s):  
Allison L. McGrath ◽  
Marie Tejero Hughes
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
General Education ◽  
Case Analysis ◽  
Students With Learning Disabilities ◽  
Science Classrooms ◽  
Students With Ld ◽  
Based Instruction ◽  
Cross Case Analysis ◽  
Education Science

Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets students’ needs. To address this, a cross-case analysis was conducted. It included six middle school students, each with LD, from a Midwestern city. Each student was enrolled in a general education science class that used inquiry-based instruction. Data sources included student and educator interviews, classroom observations, and student portfolios. Results indicated that most of the students with LD had difficulty acquiring science process knowledge and that students relied on peer supports to facilitate their learning. Findings extend the research on science instruction for students with LD in middle school classrooms using inquiry-based instruction.

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.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

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.

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