Effects of Training on Learning Disabled Students' Creative Written Expression

1987 ◽  
Vol 60 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Twila H. Jaben
Keyword(s):  
Learning Disabilities ◽  
Creative Thinking ◽  
Learning Disabled ◽  
Intermediate Level ◽  
Written Expression ◽  
Disabled Students

50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.

Creative Capabilities of Learning-Disabled and Normal Students

1980 ◽  
Vol 50 (2) ◽  
pp. 481-482
Author(s):  
Steve Graham ◽  
Al Sheinker
Keyword(s):  
Creative Thinking ◽  
Learning Disabled ◽  
Disabled Students ◽  
Initial Approach ◽  
Equivalent Number ◽  
New Ideas ◽  
Average Students

The Torrance Tests of Creative Thinking (Figural Form A) and Sounds and Images were administered to 26 learning-disabled and 30 average students in Grades 3, 4, and 5. Significant differences between the two groups were noted on all measures except fluency. Although learning-disabled students produced an equivalent number of relevant creative responses in comparison to their average peers, they were less able to generate new ideas and change their initial approach.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

Impact of instruction on learning disabled students' creative thinking

1982 ◽  
Vol 19 (3) ◽  
pp. 371-373 ◽  
Author(s):  
Twila H. Jaben ◽  
Donald J. Treffinger ◽  
Richard J. Whelan ◽  
Floyd G. Hudson ◽  
Susan B. Staincack ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Learning Disabled ◽  
Disabled Students

Teaching Mathematics to Learning Disabled Students in the Secondary Classroom

1987 ◽  
Vol 80 (9) ◽  
pp. 702-747
Author(s):  
Grace M. Burton ◽  
Marcee J. Meyers
Keyword(s):  
Learning Disabilities ◽  
Language Arts ◽  
Learning Disabled ◽  
Limited Attention ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Disabled Students ◽  
The Past ◽  
Secondary Classroom ◽  
Regular Classes

Professionals in the field of learning disabilities have made tremendous advances in the past twenty years in research, methodology, diagnosis, and programs. Until very recently (Johnston 1984), much of this progress has focused on the young learning disabled child (Kaliski 1962; Homan 1970) and on the curricular area of language arts. Although learning disabled (LD) students are indeed enrolled in middle school and high school mathematics classes, limited attention has been paid to their difficulties and special needs, and even less information is available addressing the concerns of their mathematics teachers. Because of mainstreaming, most LD students will probably remain in the regular classes for prealgebra, algebra, and geometry.

Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels

1982 ◽  
Vol 5 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Nancy T. Morris ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Computer Technology ◽  
Vocabulary Development ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Sensitive Index ◽  
Written Language Development ◽  
Federal Guidelines

Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.

Labels, Literacy, and Enabling Learning: Glenn's Story

1992 ◽  
Vol 62 (4) ◽  
pp. 475-494 ◽  
Author(s):  
Colleen Fairbanks
Keyword(s):  
Learning Disabilities ◽  
Learning Process ◽  
School System ◽  
Learning Disabled ◽  
Educational Practices ◽  
School Life ◽  
Dynamic Learning ◽  
Disabled Students ◽  
School History ◽  
Conventional Manner

Too often, the school system regards students who do not learn quickly enough or in a conventional manner as "deficient," and labels them in ways that keep them from joining in a dynamic learning process. In this powerful account of what a creative and trusting relationship between teacher and student can accomplish, Colleen Fairbanks tells of a young man's determination to overcome his "learning disabilities"label and of the consequences the labeling process had on his school life. In so doing,her own story emerges as a teacher who encourages him to explore his feelings about his learning as he struggles to confront his school history. Most important, Glenn's story illustrates an overwhelming need to reevaluate our educational practices for learning disabled students.

Teaching Secondary Learning Disabled Students to the Mainstream

1978 ◽  
Vol 1 (4) ◽  
pp. 62-72 ◽  
Author(s):  
Theresa E. Laurie ◽  
Lorie Buchwach ◽  
Rita Silverman ◽  
Naomi Zigmond
Keyword(s):  
Learning Disabilities ◽  
Major Part ◽  
Classroom Teacher ◽  
Learning Disabled ◽  
Regular Classroom ◽  
Educational Programming ◽  
Disabled Students ◽  
Regular Educators ◽  
Regular Class ◽  
Cooperative Planning

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities

1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Research Results ◽  
Cooperative Approach ◽  
Program Effects ◽  
Research Findings ◽  
Conducting Research ◽  
Marker Variables

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.

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