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.

scholarly journals Social competence for students with learning disabilities in English

2021 ◽  
Vol 23 ◽  
pp. 16-27
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
The Social ◽  
Competence Scale ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of a training program based on extracurricular activities in developing social competence among a sample of students with learning disabilities in the basic stage in Irbid Governorate. The sample consisted of (40) third and fourth-grade students enrolled in the resource rooms. The study sample was divided into two groups; an experimental group (20) students and a control group (20) student. The training program for developing social competence was applied only to the experimental group . The Walker-McConnell Scale of Social Competence-Children version (prepared by "Walker- McConnell", translated into Arabic by Ahmed Awad 2002) was applied to all study members before and after the application of the training program. The statistical analysis of the data resulted in the presence of statistically significant differences at the level of (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale and the total score of the scale, in favor of the experimental group. There were no statistically significant differences at (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale due to the interaction between age and group in the post-test.

scholarly journals The effectiveness of a training program based on self-determination theories  in developing decision-making skills among students with learning disabilities: فاعلية برنامج تدريبي مستند إلى نظريات تقرير المصير في تنمية مهارات اتخاذ القرار  لدى الطلبة ذوي صعوبات التعلم

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Dr. AHMAD ALI AL-JABALI
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Training Program ◽  
Self Determination ◽  
Average Score ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on theories of self-determination in the development of decision-making skills of students with learning difficulties, the study used a semi-experimental approach, and the study population consisted of all students with learning disabilities in Ajloun (Kufranja), the sample consisted of (30) 15 students as an experimental group and 15 students as a control group. The researcher also prepared a training program based on self-determination theories to develop decision-making skills. The results showed a weak score for the self-determination scale of the experimental and control groups in the pretest scale, and an average score for the experimental group in the post-test and The study recommended: Developing a program to promote self-determination and decision-making at all educational levels for students with learning disabilities and holding sessions and workshops to guide parents to inform them of the developmental, social and psychological characteristics of students with learning disabilities and how to deal with them.

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.

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.

scholarly journals Effectiveness of a Training Program Based on Psychodrama in Improving Social Competence in Students with Learning Disabilities

2018 ◽  
Vol 12 (1) ◽  
pp. 40
Author(s):  
Mohammed Abu Al Rub
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Training Program ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Government Schools ◽  
Experimental Group

The study aimed at understanding the effectivenessof a training program based on Psychodrama on improving social competence in children with learning disabilities. The sample of the study consisted of 50 students who suffer from a lack of social competence and who were enrolled in the resources rooms in government schools in Jeddah. The students were divided into two groups, one experimental (25 students) and one control group (25 students). Applying the tools of the study, findings showed that the training program led to improving social competence. The scale of social competence was administered prior to the implementation of the training program and re-administered after 8 weeks. The hypotheses of the study were tested with Wilcoxon Z test. The results indicated that there were significant differences in the means of performance of the experimental group between pre- and post-implementation of the two scales. According to the results, the researcher recommends the use of psychodrama as a strategy to improve social competence in children with learning disabilities, in addition to training teachers on how to select and develop such programs.

scholarly journals The effectiveness of a training program in developing expressive and receptive language skills and social interaction among students of learning disabilities in Ajloun schools: فاعلية برنامج تدريبي في تنمية مهارات اللغة التعبيرية والاستقبالية والتفاعل الاجتماعي لدى طلاب صعوبات التعلم في مدارس محافظة عجلون

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Bara Azzam Ali AL- qwaqneh
Keyword(s):  
Learning Disabilities ◽  
Social Interaction ◽  
Training Program ◽  
Language Skills ◽  
Expressive Language ◽  
Language Disorders ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Group I ◽  
And Control

The study aimed to reveal the effectiveness of a training program to develop the skills of expressive language and receptivity and social interaction among a sample of students with learning disabilities in Ajloun schools. The study sample consisted of (20) students with difficulties from the sixth grade who were deliberately selected from Ajloun Elementary School for Boys. To an experimental and control group, the researcher applied the two tools before and after the control and experimental groups. The results of the study showed that there are statistically significant differences on all dimensions of expressive and receptive language skills and social interaction skills in the pre and post measurements in the performance of students with learning disabilities in the experimental and control groups attributed to the training program used in the study, for the benefit of students with learning disabilities in the experimental group. I learned expressive language skills, receptivity and social interaction through the program sessions. The study reached a number of recommendations and research proposals, most notably: the preparation of other therapeutic language programs targeting all types of language disorders in primary school students, and provide planners, infectious and implementers of learning disabilities programs with language and social skills and appropriate educational activities. Conduct .studies highlighting other age groups among students with language disorders

A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change their Ineffective Beliefs

1995 ◽  
Vol 18 (3) ◽  
pp. 186-201 ◽  
Author(s):  
Barbara Anne Duchardt ◽  
Donald D. Deshler ◽  
Jean B. Schumaker
Keyword(s):  
Learning Disabilities ◽  
Expert Advice ◽  
Control Group ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Professional Literature ◽  
Students With Ld ◽  
Multiple Probe ◽  
And Control

This study evaluated the effects of a strategy intervention designed to teach students with learning disabilities (LD) how to understand, identify, discuss, and transform ineffective beliefs. Multiple-probe and control-group designs were employed simultaneously and in combination. The 23 students with learning disabilities who participated in the study were randomly divided into two groups, experimental and control. The BELIEF Strategy, a strategy based on the professional literature, expert advice, and practice, was taught to the experimental group. The multiple-probe design was utilized to demonstrate students' mastery of the BELIEF Strategy. The results indicate that students with LD can be taught to apply the BELIEF Strategy. The control-group design was used to compare the performance of students who learned the BELIEF Strategy to that of students who did not learn the strategy. All analyses indicated that students who learned the strategy performed the strategy steps significantly better and had more knowledge of the strategy than students who did not participate in the instruction. Students reported satisfaction with certain aspects of the training but not with others. The results support the conclusion that students with LD can be taught skills associated with examining present beliefs and specifying new beliefs.

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.

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