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Learning Disabilities-A Multidisciplinary Journal最新文献

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Parent Perspectives on Schooling Experiences of Internationally Adopted Youth with Disabilities 国际领养的残疾青少年求学经历之家长视角
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-07-30 DOI: 10.18666/ldmj-2020-v25-i2-10473
Alyssa Emery, Jacqueline von Spiegel, R. Sayer, Naima Khandaker, Lynley H. Anderman
{"title":"Parent Perspectives on Schooling Experiences of Internationally Adopted Youth with Disabilities","authors":"Alyssa Emery, Jacqueline von Spiegel, R. Sayer, Naima Khandaker, Lynley H. Anderman","doi":"10.18666/ldmj-2020-v25-i2-10473","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i2-10473","url":null,"abstract":"Internationally adopted youth (IAY) with disabilities have distinctive needs for adaptive development, and schools play a central role in supporting and meeting these needs. Yet in our qualitative examination of 41 families of IAY with disabilities, we found that these needs are not often well understood by practicing educators and school staff. Using Bronfenbrenner’s (2005) bioecological systems model as a framework, we explored the resources utilized by families of IAY with disabilities, including those offered by schools, as well as participants’ perceptions of their experiences in utilizing these resources. We found that participants encountered widespread misconceptions regarding adoption, trauma, and disability among school staff and often struggled to access resources necessary for adaptive development. At the same time, teachers and other school staff were often key sources of social and emotional support for IAY with disabilities, and schools were, in general, the central hub of a well-functioning mesosystem. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"11 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84157715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories 学习障碍大学生的动机信念与自我认知:运用期望-价值模型研究其升学轨迹
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-07-30 DOI: 10.18666/ldmj-2020-v25-i2-10391
Samantha G. Daley, Pamela Zeidan
{"title":"Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories","authors":"Samantha G. Daley, Pamela Zeidan","doi":"10.18666/ldmj-2020-v25-i2-10391","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i2-10391","url":null,"abstract":"This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges. Drawing on the expectancy-value theory of achievement-related decisions as a framework for understanding academic trajectories, themes focus on a) participants’ social and cultural milieus, b) socializers’ beliefs and behaviors, c) disability-related experiences, and d) individual goals and self-schemata. Findings countered expectations that sociocultural influences would hinder students’ expectations for success and the importance they place on college education. Instead, protective factors including participation in rigorous high school coursework, high parental expectations, and membership in a learning disability community supported the decision to pursue and persist in post-secondary education. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"52 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84679590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Dyslexia Around the World: A Snapshot 世界各地的阅读障碍:快照
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI: 10.18666/ldmj-2020-v25-i1-9552
N. Mather, Jennifer White, Martha Youman
{"title":"Dyslexia Around the World: A Snapshot","authors":"N. Mather, Jennifer White, Martha Youman","doi":"10.18666/ldmj-2020-v25-i1-9552","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i1-9552","url":null,"abstract":"Today 195 countries exist in the world. The purpose of this review was to provide a global picture of the services and opportunities for individuals with dyslexia. The intent was not to provide an exhaustive review of each topic, but rather to provide examples of what is occurring in different countries around the world. Through an Internet search, available information was gathered for each country. Examples are provided to illustrate the wide range of available services, media sources, assessment practices, interventions, and attitudes regarding dyslexia around the world. Findings indicate that practices regarding dyslexia are influenced by a number of factors, including culture, the orthography of a language, policies, dyslexia awareness, teacher training, and the availability of assessments and interventions. Although many countries have taken proactive steps to improve the education and overall lives of individuals with dyslexia, in some countries, dyslexia is still not acknowledged or well understood and individuals with this reading disability are stigmatized. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"6 1","pages":"1-17"},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89042629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
Identifying Students Suspected with Learning Disabilities in the Middle East: A Detailed Guiding Checklist 识别中东地区疑似有学习障碍的学生:一份详细的指导清单
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI: 10.18666/ldmj-2020-v25-i1-9500
Yasser A. Al-Hilawani
{"title":"Identifying Students Suspected with Learning Disabilities in the Middle East: A Detailed Guiding Checklist","authors":"Yasser A. Al-Hilawani","doi":"10.18666/ldmj-2020-v25-i1-9500","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i1-9500","url":null,"abstract":"Proposed guidelines have been published recently (Al-Hilawani, 2016) to help identify and determine for the first time the existence of learning disabilities among students in the Middle East Arab (M.E.A.) countries. These guidelines have been drawn from recent and up-to-date information available on learning disabilities. The purpose of this article is to present a simplified step-by-step decision procedure to reduce to a minimum the learning disabilities identification errors, mistakes, and/or misinterpretations of the published guidelines. These detailed steps are necessary in the Middle East to create a clear orientation and consistency in determining the presence of a learning disability in the region. Due to the lack of standardized norm and criterion reference tests, informal assessment measures (e.g., Curriculum-Based Measurement; teacher’s made tools and prepared procedures) are advocated. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"16 1","pages":"56-68"},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89328893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Disability Self-Awareness and Self-Advocacy Using the Me! Lesson Materials 教授残疾的自我意识和自我倡导使用我!课程材料
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI: 10.18666/ldmj-2020-v25-i1-10219
Penny L. Cantley, J. Martin
{"title":"Teaching Disability Self-Awareness and Self-Advocacy Using the Me! Lesson Materials","authors":"Penny L. Cantley, J. Martin","doi":"10.18666/ldmj-2020-v25-i1-10219","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i1-10219","url":null,"abstract":"Many educators use the Me! Lessons to teach high school students with disabilities self-advocacy and self-awareness knowledge and skills. We conducted a mixed-methods study to examine the usefulness of the lessons, obtain student and parent perceptions of the lessons and to examine the lessons’ impact on student knowledge. This study indicates the usefulness of the Me! Lessons for teaching high school students with various disabilities needed self-awareness and self-advocacy knowledge. Qualitative findings suggest that students and parents value the content in the Me! Lessons and parents want students to learn about disability awareness and self-advocacy at school. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"8 1","pages":"44-55"},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87114652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
What do High School Students Think About Co-Teaching in Science Classrooms? 高中生对科学课堂合作教学的看法?
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI: 10.18666/ldmj-2020-v25-i1-10107
Shantha Preston-Smith, Margaret E. King‐Sears, A. Evmenova, P. Baker
{"title":"What do High School Students Think About Co-Teaching in Science Classrooms?","authors":"Shantha Preston-Smith, Margaret E. King‐Sears, A. Evmenova, P. Baker","doi":"10.18666/ldmj-2020-v25-i1-10107","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i1-10107","url":null,"abstract":"For graduation, high school students with learning disabilities and other high-incidence disabilities need sufficient science credits. For many students, their success is dependent on how well they learn in co-taught classes. However, students seldom have a voice about co-teaching in science. In this study, high school students with and without learning disabilities and other high-incidence disabilities provided their perspectives about co-taught science classes. Disproportionate stratified random sampling was used to select students from 17 co-taught science classes. Ninety-nine students completed the Co-Teaching Student Questionnaire (CTSQ) about science co-teachers’ roles and level of agreement with statements about co-taught instruction. Additionally, students’ written responses about co-teaching benefits and suggestions for improvement were analyzed. Results indicated similarities and differences in perceptions from students with and without disabilities. More than half of all students accessed both co-teachers when they needed help, and almost all students agreed the teachers seemed comfortable sharing responsibilities when co-teaching. Students were divided about whether co-teachers distributed tasks evenly. A benefit noted in qualitative themes was having support and help from co-teachers, whereas an improvement was ensuring special educators had sufficient science content knowledge. Implications for practice and future research, including eliciting and using students’ perspectives, are presented. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"28 1","pages":"29-43"},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75788281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
The Dearth of Published Intervention Studies About English Learners with Learning Disabilities or Emotional and Behavioral Disorders in Special Education 关于特殊教育中英语学习障碍或情绪和行为障碍的干预研究的发表
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2020-01-27 DOI: 10.18666/ldmj-2020-v25-i1-10203
Carlos E. Lavín, L. Mason, Robert F. LeSueur, P. Haspel
{"title":"The Dearth of Published Intervention Studies About English Learners with Learning Disabilities or Emotional and Behavioral Disorders in Special Education","authors":"Carlos E. Lavín, L. Mason, Robert F. LeSueur, P. Haspel","doi":"10.18666/ldmj-2020-v25-i1-10203","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i1-10203","url":null,"abstract":"In 1987, James Ysseldyke made an open call in Exceptional Children , asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of English learners with disabilities (ELWD; McFarland et al., 2018). Disconcertingly, the results of the 2017 NAEP reading assessments indicate that ELWD scored below any other student category. In order to better serve ELWD, it is imperative that the field of special education evaluate prior published research with a focus upon what has been found to work for the ELWD population. This systematic literature review analyzed published research (2002-2018) from prominent special education journals, specifically for ELWD with learning disabilities or emotional and behavioral disorders. Results describe the 12 studies that met review criteria. Implications for improving interventions for ELWD are presented. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"30 2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78187939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties 解决数学学习困难学生的分数困难
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2019-08-26 DOI: 10.18666/ldmj-2019-v24-i2-9902
Jessica M. Namkung, L. Fuchs
{"title":"Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties","authors":"Jessica M. Namkung, L. Fuchs","doi":"10.18666/ldmj-2019-v24-i2-9902","DOIUrl":"https://doi.org/10.18666/ldmj-2019-v24-i2-9902","url":null,"abstract":"Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they often experience gaps in their own fractions knowledge. In this article, the authors explain the sources of difficulty when learning and teaching fractions. Then, the authors describe effective instructional strategies for teaching fractions, derived from three randomized control trials. Implications for practice are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"38 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90775205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Inquiry-Based Instruction in Mathematics for Students with Learning Disabilities: A Review of the Literature 基于探究的学习障碍学生数学教学:文献综述
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2019-08-26 DOI: 10.18666/ldmj-2019-v24-i2-9866
Jennifer Krawec, M. Steinberg
{"title":"Inquiry-Based Instruction in Mathematics for Students with Learning Disabilities: A Review of the Literature","authors":"Jennifer Krawec, M. Steinberg","doi":"10.18666/ldmj-2019-v24-i2-9866","DOIUrl":"https://doi.org/10.18666/ldmj-2019-v24-i2-9866","url":null,"abstract":"Opportunities for students to learn mathematics through innovative, authentic experiences in an inquiry-based instructional approach have become much more common for students in regular and advanced math classes. Yet, the same cannot be said for students with learning disabilities. One of the primary reasons is that key tenets of the inquiry approach sit in opposition to the research-validated instructional approaches of direct/explicit instruction, which have been the mainstay of special education pedagogy across the academic domains. However, national trends continue to show significant gaps in the math proficiency of students with disabilities as compared to their peers without disabilities. This persistent discrepancy in achievement underscores the need for research to consider the potential of the inquiry approach for students with learning disabilities. As such, the authors reviewed the relevant literature from 2000 to 2019 to identify the characteristics and effectiveness of inquiry-based math interventions implemented with students with learning disabilities and found that only five studies have empirically tested the effectiveness of inquiry with this population. The implications of this lack of research are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"59 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77782335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Tier 1 Research-Based Instruction Focused on Proportional Reasoning: Meeting the Needs of Students with or At Risk for Mathematics Disabilities 1级研究型教学侧重于比例推理:满足有数学障碍或有数学障碍风险的学生的需求
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2019-08-26 DOI: 10.18666/ldmj-2019-v24-i2-9945
Asha Kiron Jitendra, Soo-hyun Im
{"title":"Tier 1 Research-Based Instruction Focused on Proportional Reasoning: Meeting the Needs of Students with or At Risk for Mathematics Disabilities","authors":"Asha Kiron Jitendra, Soo-hyun Im","doi":"10.18666/ldmj-2019-v24-i2-9945","DOIUrl":"https://doi.org/10.18666/ldmj-2019-v24-i2-9945","url":null,"abstract":"The present study summarized three studies of schema-based instruction (SBI), a research-based Tier 1 mathematics program implemented in general education classrooms. We evaluated the efficacy of SBI in improving the mathematics achievement of seventh-grade students, including students with or at risk for mathematics disabilities (MD). The three SBI studies included an overall sample of 3,846 students, some of whom were categorized as having MD and 161 teachers in 104 schools from three states, with treatment length of about 6 weeks. Teachers and their classrooms in each study were randomly assigned to either the SBI or control condition. For the overall sample, results showed that SBI students scored significantly higher and showed more linear growth over time than control students on proportional problem solving. Similar results favoring the SBI condition were also found for students with or at risk for MD. These findings suggest that SBI focused on proportional reasoning instruction is a feasible Tier 1 mathematics program for all students. We discuss implications of the SBI program for meeting the diverse needs of students in the multi-tiered systems of support (MTSS) framework and suggest future directions. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"79 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80898382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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