Preparing Prospective Teachers to Work in the Social and Emotional Worlds of Students With Learning Disabilities

2002 ◽  
pp. 125-142
Keyword(s):  
Learning Disabilities ◽  
Prospective Teachers ◽  
Students With Learning Disabilities ◽  
Social And Emotional ◽  
The Social

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

scholarly journals The Impact of Smartphone Addictive Use by Students with Learning Disabilities on Social, Psychological and Academic Domains

2021 ◽  
pp. 948-965
Author(s):  
Mayada Al-Natour ◽  
Khaled Al-Ajlouni ◽  
Hatem AlKhamra
Keyword(s):  
Learning Disabilities ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Social Psychological ◽  
Public And Private ◽  
Social And Emotional ◽  
The Social ◽  
Resource Rooms ◽  
The Impact

The current study aimed at identifying the impact of the addictive use of smartphones by students with learning disabilities on the social, psychological and academic domains. The sample of the study consisted of 210 male and female students enrolled in classes of resource rooms of grades five to nine in public and private schools at the Ministry of Education in Amman governorate. The researcher developed two measures to achieve the goals of the study; the first is “a scale to measure the addiction of smartphones use”, which contains 32 items, and another scale to measure the “impact of smartphones excessive use on social, emotional and academic domains”, which contains (30) items. This process was preceded by a review of previous similar pedagogic studies. Validity and reliability significance were extracted. Results revealed that the estimation of the addictive use of smartphones by students of learning disabilities aged 11-15 was rated as average. Results also revealed that impact of smartphone use dominated the social and emotional aspects over the academic. Results call for the need to develop and practise some precocious interventions and early detection of the excessive use of smartphones in general, but above all by students with learning disabilities.

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

Doubts and Fears of the Learning Disabled

1986 ◽  
Vol 21 (3) ◽  
pp. 331-338 ◽  
Author(s):  
Stanley N. Chervin
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Academic Difficulties ◽  
Social And Emotional ◽  
The Social

The social and emotional components of learning disabilities must be addressed as fully as academic difficulties.

scholarly journals The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

2020 ◽  
Vol 14 (2) ◽  
pp. 289
Author(s):  
Sobhi S. Al-Harthi
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Learned Helplessness ◽  
Reading Disabilities ◽  
Mathematics Learning ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Males And Females ◽  
Mathematics Learning Disabilities ◽  
The Relationship

  This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and  Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.

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