Evidence-Based Learning Strategies: Preparing Students With High-Incidence Disabilities for College

2018 ◽  
Vol 54 (4) ◽  
pp. 204-211
Author(s):  
Amber B. Ray
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
College Teaching ◽  
Academically Successful ◽  
Evidence Based ◽  
Test Taking ◽  
Assignment Completion ◽  
High Incidence ◽  
Teaching Learning ◽  
High Incidence Disabilities

An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence disabilities in high school can help prepare them to be academically successful in college. Learning strategies are specific techniques used to help students approach and learn content material. This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students’ listening during class, effective note taking, reading content material, assignment completion, and test taking.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

Creating Content Acquisition Podcasts (CAPs) for Vocabulary

2016 ◽  
Vol 31 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Margaret P. Weiss ◽  
Anya S. Evmenova ◽  
Michael J. Kennedy ◽  
Jodi M. Duke
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Secondary Students ◽  
Design Principles ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Acquisition ◽  
High Incidence ◽  
Instructional Design Principles ◽  
High Incidence Disabilities

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Teaching a Course in Learning to Learn

1987 ◽  
Vol 14 (2) ◽  
pp. 81-86 ◽  
Author(s):  
Paul R. Pintrich ◽  
Wilbert J. McKeachie ◽  
Yi-Guang Lin
Keyword(s):  
Learning Strategies ◽  
Writing Skills ◽  
Self Management ◽  
Learning To Learn ◽  
Important Goal ◽  
Education Students ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Approach To Teaching ◽  
Teaching Learning

Teaching students to be life-long learners is an important goal of higher education. Students need to be taught explicitly how to use learning strategies to achieve this goal. We have designed a course to teach college students a variety of learning strategies. The course provides instruction in theory and research in cognitive psychology and in the application of learning strategies for studying. Topics covered include learning from lectures, texts, and discussions; memory models and strategies; motivation; writing skills; test-taking strategies; problem solving; and self-management. The course promises to be a useful approach to teaching learning strategies.

Predictors of Postschool Education/Training and Employment Outcomes for Youth With Disabilities

2017 ◽  
Vol 41 (2) ◽  
pp. 77-87 ◽  
Author(s):  
Angela M. T. Prince ◽  
Janie Hodge ◽  
William C. Bridges ◽  
Antonis Katsiyannis
Keyword(s):  
School District ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Outcome Data ◽  
District Level ◽  
Youth With Disabilities ◽  
High Incidence ◽  
Indicator 14 ◽  
High Incidence Disabilities ◽  
The Impact

Youth with disabilities have consistently poor postschool engagement outcomes in employment and postsecondary education and training. At least once every 6 years, states are required to submit a State Performance Plan in which they report performance on the progress of students with disabilities (20 U.S.C. 1416(b)(1)). Indicator 14 requires states to collect postschool outcome data 1 year after students exit high school. The purpose of this exploratory study was to examine the impact of student-, school-, district-level, and combined (student + school + district) factors on engagement outcomes for youth with high incidence disabilities across 3 years. Findings from logistic regression analyses indicate that student-level, district-level, and combined factors were significant in predicting postschool outcomes of employment and postsecondary education.

scholarly journals Insights from training a blind student in biological sciences

2021 ◽  
Vol 117 (5/6) ◽  
Author(s):  
Rethabile Tekane ◽  
Marietjie Potgieter
Keyword(s):  
Biological Sciences ◽  
South Africa ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Low Vision ◽  
Bachelor's Degree ◽  
Teaching And Learning Strategies ◽  
Teaching Learning ◽  
Science Disciplines

Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities. Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines. Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa. Several factors contributed towards the successful completion of John’s bachelor’s degree. These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

2016 ◽  
Vol 19 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Brooke C. Shuster ◽  
Jenny R. Gustafson ◽  
Abbie B. Jenkins ◽  
Blair P. Lloyd ◽  
Erik W. Carter ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Special Educators ◽  
Research And Practice ◽  
Potential Barriers ◽  
Positive Behavioral Interventions ◽  
High Incidence ◽  
Low Incidence ◽  
High Incidence Disabilities

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

2021 ◽  
pp. 016264342110193
Author(s):  
Erin K. Bone ◽  
Emily C. Bouck ◽  
John P. Smith
Keyword(s):  
Students With Disabilities ◽  
Functional Relation ◽  
Virtual Manipulatives ◽  
School Students ◽  
Negative Numbers ◽  
High Incidence ◽  
One Step ◽  
High Incidence Disabilities ◽  
Multiple Probe ◽  
Support Students

Algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success yet students with and without disabilities often struggle to develop algebra skills. This study builds on the limited understanding of how virtual manipulatives support students with disabilities in the area of algebra by investigating their use within the virtual-abstract (VA) framework. Using a multiple probe across behaviors, replicated across participant design, researchers found a functional relation between the VA framework and student algebraic learning. Mathematical behaviors based on grade-level curriculum included: one-step equations with positive and negative numbers, two-step equations with positive numbers, and two-step equations with positive and negative numbers. All three seventh-grade students with high-incidence disabilities improved their performance on each of the three algebra behaviors during intervention, and all participants maintained their accuracy after intervention, as compared to baseline to maintenance. Detailed results and their implications for practice are discussed further.

Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

2021 ◽  
Vol 36 (3) ◽  
pp. 123-126
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Kristine Jolivette
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Experimental Studies ◽  
Evidence Based ◽  
Delivery Platform ◽  
High Incidence Disabilities ◽  
Teachers Perspectives ◽  
And Behavior

Educators of students with disabilities who frequently display challenging behaviors are expected to deliver high-leverage practices and evidence-based behavioral interventions to improve student academic engagement and appropriate behaviors. For these practices and interventions to be successful, educators need innovative, accessible, and sustainable tools to efficiently and effectively implement these practices and interventions as part of their classroom and behavior management routines. Using technology as a delivery platform can fit this need. The Journal of Special Education Technology special issue presents three experimental studies where teachers used technology to deliver behavioral interventions and one qualitative study examining teachers’ perspectives of using technology for behavior management.

An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance

2016 ◽  
Vol 40 (3) ◽  
pp. 186-191 ◽  
Author(s):  
John Lind ◽  
Marcus Poppen ◽  
Christopher Murray
Keyword(s):  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Goal Setting ◽  
Self Determination ◽  
Educational Context ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
High Incidence ◽  
High Incidence Disabilities

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.

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