scholarly journals Special Education Teachers’ Attitudes Towards Teaching Students With Learning Disabilities in Middle Schools In Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Nora ALHARTHI ◽  
David EVANS
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Middle Schools ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
School Level ◽  
Attitudes And Beliefs ◽  
Students With Learning Disabilities ◽  
Students With Ld ◽  
Teachers Attitudes

Teachers’ practices are influenced by their attitudes and beliefs (Avramidis & Norwich, 2002). Consequently, a large part of the success of inclusive education depends on teachers’ attitudes. Understanding teachers’ attitudes and beliefs is critical to the development and success of inclusive education practices (Hodkinson, 2005). In Saudi Arabia, limited research has been conducted on teachers’ attitudes and beliefs at the primary school level and no research has been identified that investigates teachers’ attitudes towards teaching students with learning disabilities (LD) at the middle school level. The present study sought to investigate special education teachers’ attitudes towards teaching students with LD in regular classrooms and examine the collaborative efforts that create inclusive classrooms in Saudi public middle schools. The quantitative data were collected through a Likert scale questionnaire. A vignette attached to the questionnaire was used to collect the qualitative data. Fifty-six special education teachers from a range of middle schools in Riyadh completed the questionnaire for this study. The results indicated that special education teachers’ attitudes towards inclusive education were positive. There were no significant differences between teachers’ attitudes according to their gender. However, the qualitative findings indicated that special education teachers thought their training was insufficient to meet the educational needs of students with LD in Saudi middle schools. The results of this study suggest that decision makers should consider in-service and pre-service training and education programs for teachers to enhance educational services for students with LD. Teachers should be equipped with the necessary knowledge and skills before implementing inclusive education practices. Specifically, teachers need to learn to use evidence-based strategies to serve students with LD in inclusive classrooms and find ways to collaborate with colleagues and parents through on-going professional learning.

scholarly journals Teachers’ knowledge about teaching mathematics to learning disabilities students

2020 ◽  
Vol 6 (1) ◽  
pp. 37-47
Author(s):  
Roslinda Rosli ◽  
Aze Fauziah Suib
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Content Knowledge ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Pedagogical Content ◽  
Students With Ld ◽  
Specific Teaching ◽  
The Subject ◽  
Difficult Subject

Teaching students with LD requires an arduous effort from special education (SE) teachers. Mathematics may seem to be a difficult subject,however, students with learning disabilities (LD) face more challenges in learning the subject. Even though teachers’ knowledge has been widely studied, there is few research focusing on SE teachers who teach mathematics specifically. This systematic literature review attempts to critically present what kind of knowledge that SE teachers need to teach mathematics effectively. Nineteen papers were selected from Scopus as the leading database and few supporting databases such as Sage and Science Direct. This study identified subject matter knowledge and pedagogical content knowledge as the core expertise for SE teachers with knowledge about students with LD characteristics as the supporting knowledge. This study’s contribution is the identification of these teachers’ knowledge generally and mathematically to create a specific teaching model for learning disabilities students.   Keywords: learning disabilities; mathematics ; special education teachers; teachers’ knowledge

Culturally Responsive Reading Instruction for Students With Learning Disabilities

2017 ◽  
Vol 53 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Lefki Kourea ◽  
Lenwood Gibson ◽  
Robai Werunga
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
Environmental Support ◽  
Students With Ld ◽  
Context Specific

As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

scholarly journals An Examination of Inclusive Practices for Students with Learning Disabilities in Botswana: A Literature Review

2020 ◽  
Vol 30 (3) ◽  
pp. 124-143
Author(s):  
Samantha L. Mrstik ◽  
Lisa A. Dieker ◽  
C. Okechukwu Abosi
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Learning Disabilities ◽  
Literature Review ◽  
Inclusive Education ◽  
Students With Learning Disabilities ◽  
Special Education Policy ◽  
Growing Pains ◽  
Special Education Program ◽  
Education Policy Implementation

The country of Botswana has passed laws to support the human rights of their citizens, including people with learning disabilities. In accordance with the United Nations’ guidelines, Botswana’s human rights initiatives, and the international movement toward inclusive education, inclusive educational reform is taking place. We have conducted a comprehensive literature review, the purpose of which was to establish the progress Botswana has made in special education policy, implementation of policy into schools, and the strides made toward inclusion. However, there are still many struggles comparable to many school systems in African nations. Key findings include a nation with significant developments in human rights which includes a developing inclusive education system with both policy and implementation, yet, still coping with the growing pains of a young special education program.

Teacher-Selected Strategies for Improving Homework Completion

1998 ◽  
Vol 19 (5) ◽  
pp. 263-275 ◽  
Author(s):  
Tanis Bryan ◽  
Karen Sullivan Burstein
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Education Teachers ◽  
Real Life ◽  
Students With Learning Disabilities ◽  
Homework Completion

Three studies are reported in which we worked collaboratively with teachers across a 2-year period to systematically assess strategies to improve spelling and math homework completion and weekly quiz performance. Eleven elementary and special education teachers sorted 123 students into four groups: (a) students with learning disabilities and homework problems, (b) students with learning disabilities and no homework problems, (c) average-achieving students with homework problems, and (d) average-achieving students without homework problems. Teachers reviewed the extant research on homework, selected homework strategies, designed the methods by which they would implement and evaluate the effects of introducing the strategies to students, and evaluated the results. Three strategies resulted in significant increases in homework completion: (a) giving students real-life assignments (i.e., assignments that connected homework to events or activities in the home) plus reinforcements, (b) using homework planners, and (c) graphing homework completion. The interventions benefited students with learning disabilities and avaerage-achieving students with homework problems more than it did the average-achieving students with no homework problems. Two years following the end of the study, the team continues to use homework planners and graphing on a regular basis, and continues to work as a team on other projects.

Improving the Self-Esteem and Social Skills of Students with Learning Disabilities

2016 ◽  
Author(s):  
James C. Raines
Keyword(s):  
Learning Disabilities ◽  
Public Schools ◽  
Social Skills ◽  
Inclusive Education ◽  
Social Work Students ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Free Appropriate Public Education ◽  
Students With Ld ◽  
Restrictive Environment

Learning disabilities (LD) are the most common disability in public schools. Since 1975, students with learning disabilities have been eligible for a free appropriate public education, including special services such as school social work. Students with LD may be diagnosed via standardized achievement measures and clinical assessment. Despite 40 years of progress, the evidence suggests that students with LD still feel stigmatized and finish college and enter the workplace at a rate much lower than their nondisabled peers. School social workers can assist students with learning disabilities by assessing their self-esteem and social skills and then providing appropriate intervention. Self-esteem interventions should target students with LD, their parents, and their peers in the least restrictive environment. Social skills interventions may target students with LD as a separate group or provide those skills as part of universal inclusive education aimed at all children in the classroom.

Utilizing Vocational Rehabilitation to Support Post-School Transition for Students With Learning Disabilities

2021 ◽  
pp. 105345122110326
Author(s):  
Andrew R. Scheef ◽  
Michelle McKnight-Lizotte
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Special Education Teachers ◽  
Transition Process ◽  
Rehabilitation Counselors ◽  
School Outcomes ◽  
Students With Learning Disabilities ◽  
Academic Goals ◽  
Vocational Rehabilitation Counselors

In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the transition process. Vocational rehabilitation counselors have unique knowledge for preparing individuals with learning disabilities to be successful in the workplace. Partnering with VR counselors may improve post-school goal acquisition for students. This article describes VR service mandates and provides recommendations for special education teachers to build relationships with VR personnel.

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