Assistive Technology and Best Practices

2022 ◽  
pp. 564-578
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Assistive Technology and Best Practices

2020 ◽  
pp. 152-166
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

scholarly journals The Effectiveness of Suggestopedia Method with Wordwall Picture in Increasing Vocabulary Mastery with Learning Disabilities

2018 ◽  
Vol 1 (2) ◽  
pp. 193-204
Author(s):  
Merlin D Merlin D ◽  
Siti Hajar Larekeng
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Mixed Methods Research ◽  
Interrupted Time Series ◽  
Students With Learning Disabilities ◽  
Qualitative Approaches ◽  
Result Show ◽  
Academic Year ◽  
Interrupted Time Series Design ◽  
Learning English

This study investigates the effects of Suggestopedia method with wordwall picture in increase the vocabulary mastery students of SMPLB Negeri Parepare in academic year 2016/ 2017. This method engages the students’ attentions and various fun learning activities which decreased the students’ boredom during their learning. Wordwall picture provides the students’ illustrations and ideas in their minds. It applied mixed methods research design quantitative and qualitative approaches with single group interrupted time-series design. The population are who students with learning disabilities of SMPLB Parepare in academic year 2016/2017 which consist of 11 students and the sample constitútes consist of 5 students.  This research  used sampling as  a technique of sampling. Based on the quantitative analysis, the result showed that 1) student test were significant accorbing to the questionnaire, the result show thet the students motivation incresed. It means that suggestopedia method with wordwall picture affected the students vocebulary mastery in learning. The result also proved that students interest in learning english has a significant relationship or influence with students vocebulary score. 2) The qualitative data from questionnaire showed that students’ motivation increased. It means that Suggestopedia method with wordwall picture affected the students vocabulary, mastery in learning, it proved that Suggestopedia Method with Wordwall Picture able to increase the interest in learning English of the students with disabilities learning of SMPLB Parepare;

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

scholarly journals Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

2011 ◽  
Vol 44 (2) ◽  
Author(s):  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
Instructional Design ◽  
Learning Strategies ◽  
Teaching Skills ◽  
General Description ◽  
Students With Learning Disabilities ◽  
Teaching Methodologies ◽  
Explicit Teaching ◽  
Students With Ld ◽  
Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention

2019 ◽  
Vol 35 (4) ◽  
pp. 225-235
Author(s):  
Rachael L. Joyce ◽  
Joseph R. Boyle
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Language Arts ◽  
Students With Disabilities ◽  
Processing Speed ◽  
English Language ◽  
Note Taking ◽  
Word Count ◽  
Experimental Group

Students with disabilities (SWD; e.g., learning disabilities) often struggle with slower processing speed and poor working memory skills, which reduce the quality of their notes. This study evaluated the effects of a note-taking intervention using the researcher-created smartpen strategy in conjunction with the assistive technology of the Livescribe™ Smartpen to assess the effects of students’ overall notes and lecture comprehension. Both SWD and without disabilities in ninth-grade English Language Arts classes participated in this study. The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture. Results from the data analysis found that SWD in the experimental group recorded more words in their notes, as well as an increase in word count on the immediate free recall assessment.

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

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