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1.
Robert G. McKenzie 《Learning disabilities research & practice》2009,24(3):143-150
The highly qualified mandate of the No Child Left Behind Act and Individuals with Disabilities Education Act has created unnecessary confusion, particularly among secondary‐school special educators and administrators with respect to instruction in core academic subjects. The pursuit of compliance solutions to meet this requirement has generally distracted stakeholders from re‐examining the mission of secondary‐school special education for students with learning disabilities (LD). Because effective subject matter instruction within inclusive classrooms is dependent upon general and special educators capitalizing on each other's areas of expertise, the necessity of requiring special educators to possess a comparable level of subject matter knowledge as the general educator is not only of questionable merit, but often counterproductive. This article poses and examines several fundamental philosophical questions related to the delivery of core academic subject matter to students with LD. 相似文献
2.
Janis A. Bulgren Patricia Sampson Graner Donald D. Deshler 《Learning disabilities research & practice》2013,28(1):17-27
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence‐based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. 相似文献
3.
The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided. 相似文献
4.
Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At‐Risk 
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下载免费PDF全文 Michael N. Faggella‐Luby Sally Valentino Drew Jean B. Schumaker 《Learning disabilities research & practice》2015,30(2):61-75
The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation. 相似文献
5.
Joseph R. Boyle 《Learning disabilities research & practice》2012,27(2):90-101
As more secondary students with learning disabilities (LD) enroll in advanced content‐area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record accurate and complete notes, and then demonstrate their mastery of the content on tests. This article provides an overview of the challenges faced by students with LD in content‐area classes and discusses the problems that students have learning from lectures and recording notes. Further, the article discusses theory and research related to note‐taking and presents note‐taking interventions that teachers can use to help students improve their note‐taking skills, and ultimately, improve their achievement in these classes. 相似文献
6.
Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful reading and writing activities. Such instruction contributes to impoverished notions of literacy and exacerbates problems of metacognition. The two research programs reported here challenge the conventional literacy instruction provided to many young students with LD. The programs are rooted in developmental and cognitive theory and research, as well as emergent literacy theory. The social nature of learning is emphasized, with a focus on the role of the teacher, the form of discourse, and the role of text in literacy instruction. Results show that children with learning disabilities benefit from strategy instruction occurring within classroom cultures that support collaborative discourse, the flexible application of comprehension strategies, and appropriate, meaningful opportunities for reading and writing. 相似文献
7.
Rollanda E. O'Connor Kathleen M. Bocian Kristen D. Beach Victoria Sanchez Lindsay J. Flynn 《Learning disabilities research & practice》2013,28(3):98-112
This 4‐year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1–4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment. Across schools, 38–60 percent of students were English language learners (ELL). Key outcomes by Grade 4 for students with LD who had participated in a model of RtI were relatively greater reading impairment with effect sizes ranging from 0.64 to 0.82, and more equitable representation across ELL and native English speakers than in the cohort prior to RtI implementation. Notably, one‐third of the students identified for special services as LD in these schools were not identified until 4th grade. 相似文献
8.
Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups. 相似文献
9.
We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement. 相似文献
10.
C. Addison Stone 《Learning disabilities research & practice》2002,17(3):201-203
The four articles on instructional discourse contributed by the members of the REACH project offer rich examples of the learning opportunities for students with learning disabilities (LD) in upper‐elementary and middle‐school content classrooms. In this commentary, I highlight possible reasons for variations in instructional engagement within and across the studies, discuss the challenges to engaging students with LD in discipline‐based instruction, and stress the value for the LD field of greater attention to instructional discourse. 相似文献
11.
Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related LD (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than LD or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for ELLs are discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data from multiple sources when deciding whether ELLs qualify for special education. 相似文献
12.
Harald Valås 《Scandinavian Journal of Educational Research》2013,57(2):101-114
The present study, a continuation of Valås (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and first language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered. 相似文献
13.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
14.
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
15.
Nicole S. Ofiesh 《Learning disabilities research & practice》2007,22(4):237-245
Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided. 相似文献
16.
Co-teaching is one approach for providing instruction in the general education classroom for students with and without disabilities. In this approach, two licensed teachers (usually one general educator and one special educator) teach a diverse group of students. Researchers have confirmed that often co-teachers do not experience parity; that is, they do not share, distribute, and implement tasks equally. Often, the special educator assumes the role of a paraprofessional rather than an equal. This article presents reasons for this lack of parity and provides specific ideas for honoring the expertise of both co-teachers. 相似文献
17.
Barbara Walker Margaret E. Shippen Paul Alberto David E. Houchins David F. Cihak 《Learning disabilities research & practice》2005,20(3):175-183
Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention. 相似文献
18.
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
19.
J W Chapman 《Journal of learning disabilities》1992,25(6):362-370
Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future. 相似文献
20.
Regrouping Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC‐III Bannatyne patterns by comparing 1,302 children with LD to 2,158 children in the WISC‐III normative sample. Further analysis was conducted on a subsample of students with specific reading disabilities. Results indicated that the presence of the Bannatyne WISC‐III pattern would not lead to decisions that are useful in differentiating children with LD from children without LD. For example, receiver operating characteristic (ROC) analysis, measured by the area under the curve (AUC), indicated that the Bannatyne WISC‐III pattern exhibited low diagnostic utility (AUC = 0.54–0.55). Due to its inaccuracy, use of the Bannatyne WISC‐III pattern is not recommended. 相似文献