共查询到20条相似文献，搜索用时 46 毫秒
1.
This inquiry focuses on the status of nearly 500 students with learning disabilities in 17 state-operated regional vocational-technical schools in a northeastern state. The inquiry addressed four primary concerns: patterns of assessment, career choice, school marks, and attendance. The data indicate that a variety of instruments were used in the assessment process and that the overall grade equivalent levels of attainment ranged between fifth- and seventh-grade levels. Children defined as learning disabled participated in a large number of vocational trade specialties and some 50% or more had school marks indicating that they were passing in these areas. Attendance was high. Many children with learning disabilities successfully perform in competitive vocational education programs designed to produce proficiency at the level of journey person. 相似文献
2.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献
3.
Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school. 相似文献
4.
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy—self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students’ performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. 相似文献
5.
Annemarie Roeper 《Roeper Review》2013,35(4):246-247
This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n = 388) demonstrated that few school districts (n = 75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities. 相似文献
6.
Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended. 相似文献
7.
Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes. 相似文献
8.
The socioemotional adjustment of adolescents with LD in the kibbutz during high school transition periods 总被引：2，自引：0，他引：2
Tur-Kaspa H 《Journal of learning disabilities》2002,35(1):87-96
This study examined several aspects of the socioemotional experiences (i.e., loneliness, social skills, reciprocal friendship, reciprocal rejection, and social status) of adolescents with and without learning disabilities in an Israeli kibbutz environment during school transition periods. The sample consisted of 106 students with learning disabilities (LD; 74 boys and 32 girls) and 101 students without learning disabilities (NLD; 62 boys and 39 girls) drawn from seventh grade (i.e., early adolescence) and ninth grade (i.e., middle adolescence). The results revealed that seventh- and ninth-grade adolescents with LD received more social peer rejection than did NLD group adolescents, and students with LD were judged by their teachers to exhibit lower social skills and higher behavioral problems than their classmates. No significant group differences were found on loneliness, but an age-related increase in loneliness feelings was noted, which was independent from group membership and gender. Gender differences on self-report, peer ratings, and teachers' ratings on social measures in favor of girls were demonstrated. The discussion focuses on the potential impact of school transitions and of the developmental environment provided in the kibbutz on adolescents' socioemotional functioning and adjustment. 相似文献
9.
Risk taking may be regarded as a normative behavior in adolescence. Risk-taking behaviors may include alcohol, smoking, drug use, delinquency, and acts of aggression. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities. The purpose of this study was to compare the risk-taking behavior of adolescents with learning disabilities ( N = 307) and without learning disabilities ( N = 307) over time. Specifically, this study investigated changes over time in adolescents' substance use, engagement in major and minor delinquency, acts of aggression, and gambling activities. Results indicated that, compared to their non–learning disabled peers, adolescents with learning disabilities engaged more frequently in some risk-taking behaviors including smoking, marijuana use, acts of delinquency, acts of aggression, and gambling. The results also indicate that for some risk-taking behaviors adolescents with and without learning disabilities differ in their trajectory of engagement. Implications of this study point to the importance of supporting adolescents with learning disabilities when they are faced with difficult decisions around risk taking. 相似文献
10.
Four-year colleges and universities identified as offering special programs for post-secondary students with learning disabilities were surveyed to determine the types of services provided. Results related to students served, assessment and referral procedures used, academic and nonacademic services offered, and procedures employed for staff training are discussed in this article. 相似文献
11.
Efrat Kotzer 《欧洲特需教育杂志》2013,28(4):443-457
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD. 相似文献
12.
This study examined the story composition abilities of learning disabled (LD) and normally achieving young adolescents as indicated by measures of writing category, cohesion, and fluency. Findings suggest that although adolescents with learning disabilities have a rudimentary knowledge of story form, this knowledge is less well developed than that of their nondisabled peers. Students with learning disabilities also had greater coherence problems in their writing and were less fluent writers. Several important age trends were noted when results of this investigation were compared with outcomes from a similar investigation involving younger students. 相似文献
13.
《International Journal of Educational Research》2005,43(4-5):272-289
This study aimed to investigate the importance of self-efficacy and attitudes towards writing in writing training. It was also necessary to establish whether these constructs could be more enhanced through a specific intervention as part of the motivational factors, than through training which coaches other writing components such as cognitive processes or cognitive style. To achieve this, the first training program, focusing on the strategies for planning writing, was applied to 28 5th and 6th graders with learning disabilities (LD); a second program, focusing on writing strategies plus reflexive processes, was applied to 49 learning disabled students studying the same grades as in the first group. Finally, the third intervention tried to enhance writing skills using motivational strategies, and it was applied to 66 students in the same conditions as the other samples. All the training programs were compared to a control group, who received only the ordinary curriculum. Results show that there are difficulties in training self-efficacy and attitudes towards writing, but also that different training programs provide different results in these aspects. 相似文献
14.
Tali Heiman Catherine S. Fichten Dorit Olenik-Shemesh Noam S. Keshet Mary Jorgensen 《Education and Information Technologies》2017,22(6):2727-2740
An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students’ knowledge of and accessibility to ICTs and it examined students’ perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students – those with and without LD/ADHD - accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors’ ICT use, gender and nationality. The study’s findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts. 相似文献
15.
The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolation, poor self-concept, self-doubt, and extreme restlessness. Somewhat different profiles were seen with the university group as they indicated feelings of fear, obsessive thoughts, lack of self-confidence, self-doubt, and extreme self-criticism. Both groups demonstrated profiles of individuals under extreme short- and long-term stress leading to anxiety. The study also reviewed the relevance and appropriateness of using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) that will have direct application for the assessment and intervention of adults with learning disabilities either in a rehabilitation setting or seeking a university degree. 相似文献
16.
In 1964, North Carolina became the first state to enact a testing program for initial certification of teachers. Today, almost all states and the District of Columbia are actively planning or implementing teacher testing programs; six are administering tests in the specific area of learning disabilities. The objectives and content areas of knowledge included in competency testing programs within this specialized area of teacher competence were analyzed, and comparisons were completed across knowledge areas and among states. In general, much similarity exists in what teachers of students with learning disabilities in different states are expected to know. This information represents a strong foundation for planning, implementing, and evaluating training programs for all teachers. 相似文献
17.
Teresa Makuakane-Drechsel Linda Serra Hagedorn 《Community College Journal of Research & Practice》2013,37(8):639-655
This study examined Hawaiian students' persistence at the four community colleges on the island of Oahu, Hawaii. The research covered a five-year period (10 semesters), fall 1991 - spring 1996, and focused on factors promoting persistence for students pursuing either liberal arts or vocational-technical degrees. Logistic regression was the statistical method used, and the analyses were performed separately for the two groups of students. The results indicated that four factors - cumulative grade point average,financial aid, average credit hours, and enrollment at Campus 4 - were significant for both liberal arts and vocational-technical majors,whereas another two variables - reverse transfer and attending an urban high school - were significant for liberal arts students only. Recommendations for policies, programs, and strategies to promote persistence for Hawaiian students were based on those results. 相似文献
18.
Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta‐analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs. The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small‐Group Setting, Indirect‐Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews). 相似文献
19.
Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing strategy taught through a mnemonic device (WINDOW) with prompts for self-regulation on the summary writing and reading comprehension of high school students with disabilities. Results indicated that the students who received the intervention wrote longer and higher quality summaries and improved their reading comprehension scores after learning the strategy when compared to a control group. These outcomes indicate that the WINDOW strategy may have the potential to improve reading and writing outcomes for high school students with disabilities. Implications for practice and future research are discussed. 相似文献
20.
The effect of extra time on reading comprehension scores for university students with and without learning disabilities 总被引：3，自引：0，他引：3
M K Runyan 《Journal of learning disabilities》1991,24(2):104-108
The purpose of this study was to examine the effects of extra time on the ability of university students with and without learning disabilities to complete a reading comprehension test under timed and extra-time conditions. The participants were 16 students identified as having learning disabilities and 15 normally achieving students, all attending the University of California. The Nelson-Denny Reading Comprehension and Reading Rate Test was used. Percentile ranks were obtained for reading rates on individuals, and for comprehension scores under timed and extra-time conditions. The major findings of this study were that there is a significant difference between scores obtained by students with learning disabilities and by normally achieving students under timed conditions and that there are no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time. 相似文献