Development and Validation of a Classroom Assignment Routine for Inclusive Settings

1996 ◽  
Vol 19 (3) ◽  
pp. 163-177 ◽  
Author(s):  
Joyce A. Rademacher ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Assignment Completion ◽  
Inclusive Settings ◽  
Multiple Probe ◽  
Development And Validation ◽  
Classroom Assignment

This study had two purposes: (a) to identify the characteristics of high-quality classroom assignments and how they are best explained, as indicated by teachers, students with learning disabilities (LD), and students without LD; and (b) to determine the effects of training teachers to use an assignment completion routine based on these characteristics. Multiple-probe and comparison-group designs were used in combination to show the effects of learning the routine on the teachers' planning, explanation, and evaluation of assignments. Results indicated that the teachers initially performed few of the behaviors associated with the assignment characteristics and explanation factors, but could effectively be taught to use them in an assignment completion routine with their students.

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.

The Development and Validation of an Interactive Hypermedia Program for Teaching a Self-Advocacy Strategy to Students with Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 277-302 ◽  
Author(s):  
Paula E. Lancaster ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Students With Learning Disabilities ◽  
Self Advocacy ◽  
Baseline Design ◽  
Treatment Comparison ◽  
Interactive Hypermedia ◽  
Live Instruction ◽  
Teacher Design ◽  
Development And Validation

Educators agree that students with disabilities need to acquire self-advocacy skills. Despite the existence of validated methods to teach these skills, evidence suggests that they are seldom explicitly taught. Time and opportunities to teach these skills in both the general and special education setting are minimal. One possible solution is to use instructional technology. The purpose of this project was to develop and validate an Interactive Hypermedia Program (IHP) to teach a self-advocacy strategy to secondary-level students with disabilities. The strategy for which the IHP was developed and tested is the Self-Advocacy Strategy (Van Reusen, Bos, Schumaker, & Deshler, 1994). The instruction for the strategy was originally validated by Van Reusen, Deshler, and Schumaker (1989). With input from student, teacher, design, and technical consultants, the IHP was created. Students who had learning disabilities, behavior disorders, and other health impairments learned the strategy via the IHP or through live instruction. A multiple-baseline design was used to show the effects of the instruction. In addition, a no-treatment comparison group was included for comparative purposes. At the conclusion of instruction, each student ran his or her own IEP conference. Results showed that the IHP was as effective in teaching students with learning disabilities to use the strategy as live instruction. Further research is warranted to determine if this medium is effective in teaching students other types of strategies.

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

2017 ◽  
Vol 38 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Min Kyung Kim ◽  
John William McKenna ◽  
Yujeong Park
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Single Case ◽  
Evidence Base ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
What Works ◽  
What Works Clearinghouse ◽  
Assisted Instruction

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties

2020 ◽  
pp. 073194872093285
Author(s):  
Gena Nelson ◽  
Jessica H. Hunt ◽  
Kristi Martin ◽  
Blain Patterson ◽  
Andy Khounmeuang
Keyword(s):  
Learning Disabilities ◽  
Current Knowledge ◽  
Proportional Reasoning ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Future Directions ◽  
Mathematics Difficulties ◽  
Students With Ld ◽  
And Mathematics

The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is under investigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.

The Effects of Summarization Instruction on Text Comprehension of Students with Learning Disabilities

1992 ◽  
Vol 58 (6) ◽  
pp. 508-516 ◽  
Author(s):  
Meenakshi Gajria ◽  
John Salvia
Keyword(s):  
Learning Disabilities ◽  
Text Comprehension ◽  
Comparison Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Expository Prose ◽  
And Control ◽  
Summarization Instruction ◽  
Experimental Group ◽  
Over Time

This study examined the effectiveness of a summarization strategy for increasing comprehension of expository prose in students with learning disabilities. Thirty students with learning disabilities from Grades 6 through 9 were randomly assigned to experimental and control groups. In addition, 15 students without disabilities served as a normal comparison group for comprehension. Students in the experimental condition were trained to criterion on five rules of summarization. Direct instruction in the summarization strategy significantly increased reading comprehension of the students in the experimental group. Strategy usage was maintained over time, and students were reported to generalize its use.

Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

1992 ◽  
Vol 58 (4) ◽  
pp. 322-334 ◽  
Author(s):  
Steve Graham ◽  
Charles Macarthur ◽  
Shirley Schwartz ◽  
Victoria Page-Voth
Keyword(s):  
Learning Disabilities ◽  
Goal Attainment ◽  
Strategy Instruction ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Essay Writing ◽  
Writing Strategy ◽  
Product And Process ◽  
Multiple Probe ◽  
Positive Effect

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.

Using Social Bookmarking to Make Online Resources More Accessible

2012 ◽  
pp. 206-210
Author(s):  
Stein Brunvand
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Relevant Information ◽  
Online Resources ◽  
Online Content ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Social Bookmarking ◽  
Web Based ◽  
Vast Array

There are a multitude of high-quality Web-based resources available for teachers to use with students across the curriculum. Having a systematic way to store, categorize, and share those resources with learners is critical. This is particularly true for students with learning disabilities for whom the task of searching through the vast array of online content to find relevant information can be quite daunting. This review looks at Diigo® (http://www.diigo.com/), a social bookmarking tool, and the affordances it provides for teachers trying to make online content more accessible for students with disabilities.

Teaching Algebra to Students with Learning Disabilities

2003 ◽  
Vol 96 (9) ◽  
pp. 622-624
Author(s):  
Marcee M. Steele ◽  
John W. Steele
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Algebra Instruction ◽  
Teaching Algebra ◽  
Inclusive Settings ◽  
General Education Classroom

In many states, students with learning disabilities are required to take algebra in high school. These students are usually served in inclusive settings (the general education classroom), where they often struggle with algebra because the content is so abstract. Although limited research and literature are available on algebra instruction for students with special needs, recognized strategies that promote students' learning can help make the algebra experience more enjoyable and successful for them and for the other students in the class, as well. This article highlights characteristics of students with learning disabilities, reviews current literature on algebra and students with learning disabilities, summarizes some of the recommendations, and describes how they can be put into practice.

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