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.

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

2019 ◽  
Vol 45 (1) ◽  
pp. 147-176 ◽  
Author(s):  
Justin D. Garwood ◽  
John W. McKenna ◽  
Garrett J. Roberts ◽  
Stephen Ciullo ◽  
Mikyung Shin
Keyword(s):  
Social Studies ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Meta Analysis ◽  
Social Problem Solving ◽  
Career Readiness ◽  
Future Research ◽  
Promising Practices ◽  
Design Standards ◽  
Civics Education

The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

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.

Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Vandana Nandakumar ◽  
Nikita McCree ◽  
Ambra L. Green
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Diverse Students ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds ◽  
To Receive ◽  
Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

The Sociometric Status of Students with Disabilities in a Full-Inclusion School

1995 ◽  
Vol 62 (1) ◽  
pp. 6-19 ◽  
Author(s):  
Paul Sale ◽  
Doris M. Carey
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Sociometric Status ◽  
Control Group ◽  
Social Perceptions ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Full Inclusion ◽  
Education Services ◽  
Perceptions Of Students

This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Full-inclusion strategies did not eliminate negative social perceptions of students with disabilities.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Jonte C. Taylor ◽  
Jiwon Hwang
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Teaching And Learning ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
Learning Frameworks

The need for all students to have science, technology, engineering, arts, and mathematics (STEAM) experiences has translated into research examinations of what strategies and practices work in learning STEAM-related concepts and ideas. Through research, effective frameworks, strategies, and additional considerations have been identified for teaching and learning STEAM for students with learning disabilities and emotional/behavioral disorders. Along with understanding how to apply teaching and learning frameworks and using specific strategies for science, technology, engineering, the arts, and mathematics, the authors provide details on how to differentiate instruction for remote teaching.

Supporting the needs of students with undiagnosed disabilities

2018 ◽  
Vol 100 (3) ◽  
pp. 45-50 ◽  
Author(s):  
Julia Silverman Schechter
Keyword(s):  
High School ◽  
Special Education ◽  
Students With Disabilities ◽  
Public University ◽  
School Experience ◽  
Recent Survey ◽  
Special Education Services ◽  
Education Services ◽  
Underserved Students ◽  
Postsecondary Success

Students with disabilities, especially those with non-apparent conditions, are entering universities in growing numbers. Yet more and more students are going off to college unprepared to manage their disabilities, in part because their high schools are overburdened, understaffed, and uninformed to identify and support them. A recent survey of students receiving disability supports at one public university revealed that the majority of these undergraduates with disabilities did not receive special education services in high school, instead waiting until college to seek help. Respondents reflected on what could have been improved about their high school experience, and they offered advice to school practitioners as to how to support these underserved students for postsecondary success.

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