Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

Attention Disorders ◽

Game Features ◽

Students With Ld ◽

Students Success

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.

Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

Learning Disability Quarterly ◽

10.2307/1593683 ◽

2003 ◽

Vol 26 (1) ◽

pp. 29-46 ◽

Cited By ~ 25

Author(s):

Huijun Li ◽

Christine M. Hamel

Keyword(s):

College Students ◽

Learning Disabilities ◽

Assistive Technology ◽

Empirical Studies ◽

Instructional Support ◽

Future Research ◽

Review Of The Literature ◽

Writing Difficulties ◽

This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the literature shows that there is an urgent need for empirical studies, especially on instructional methods and strategies. Recommendations for future research are presented.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

10.1177/10534512211001847 ◽

2021 ◽

pp. 105345122110018

Author(s):

Matthew L. Love ◽

Kathy B. Ewoldt

Keyword(s):

Learning Disabilities ◽

Instructional Materials ◽

Academic Standards ◽

Asynchronous Learning ◽

Student Needs ◽

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

10.1177/1053451219881749 ◽

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 ◽

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.

I Just Have to Try Harder: Examining the Mindsets of Students with LD

Canadian Journal of School Psychology ◽

10.1177/0829573521998954 ◽

2021 ◽

pp. 082957352199895

Author(s):

Lauren D. Goegan ◽

Gabrielle N. Pelletier ◽

Lia M. Daniels

Keyword(s):

Learning Disabilities ◽

Pilot Study ◽

Growth Mindset ◽

Future Research ◽

Fixed Mindset ◽

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

10.1177/10534512211047580 ◽

2021 ◽

pp. 105345122110475

Author(s):

Bradley Witzel ◽

Jonté A. Myers ◽

Yan Ping Xin

Keyword(s):

Learning Disabilities ◽

Problem Solving ◽

Word Problem ◽

Word Problems ◽

Mathematics Performance ◽

Word Problem Solving ◽

Model Based ◽

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

10.1177/1053451217692567 ◽

2017 ◽

Vol 53 (1) ◽

pp. 36-43 ◽

Cited By ~ 4

Author(s):

Min Wook Ok ◽

Kavita Rao

Keyword(s):

Learning Disabilities ◽

Secondary Students ◽

Skill Acquisition ◽

Note Taking ◽

Instructional Technologies ◽

Teachers And Students ◽

Students With Ld ◽

Assessment And Testing ◽

Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

Prospective memory in students with learning disabilities

Specijalna edukacija i rehabilitacija ◽

10.5937/specedreh20-30133 ◽

2021 ◽

Vol 20 (3) ◽

pp. 161-169

Author(s):

Razaan Alotaibi ◽

Kowthar Ali

Keyword(s):

Middle School ◽

Learning Disabilities ◽

Prospective Memory ◽

Retrospective Memory ◽

The Past ◽

Study Results ◽

The Future ◽

Students With Ld ◽

Memory Questionnaire

Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

Open House International ◽

10.1108/ohi-01-2009-b0009 ◽

2009 ◽

Vol 34 (1) ◽

pp. 75-81

Author(s):

Susan Whitmer

Keyword(s):

Learning Disabilities ◽

Academic Success ◽

Physical Environment ◽

The United States ◽

University Campuses ◽

Post Secondary ◽

Space Design ◽

Education Environment ◽

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

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

Focus on Exceptional Children ◽

10.17161/foec.v44i2.6689 ◽

2011 ◽

Vol 44 (2) ◽

Cited By ~ 7

Author(s):

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

Instructional Design ◽

Learning Strategies ◽

Teaching Skills ◽

General Description ◽

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.