Learning Disabilities-A Multidisciplinary Journal最新文献_第7页

Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute. 以色列领先技术学院的教师对残疾学生的态度。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-02-03 DOI: 10.18666/LDMJ-2016-V21-I1-6814

L. Greenberger

{"title":"Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute.","authors":"L. Greenberger","doi":"10.18666/LDMJ-2016-V21-I1-6814","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6814","url":null,"abstract":"This study examined faculty support of the inclusion of students with disabilities. The study was conducted in a leading institute of technology in Israel. Participants were 225 faculty members from different departments who were recruited using a campus-wide email announcement. Results revealed that a large majority of faculty members had teaching experience with students with all types of disabilities, mainly those with learning disabilities. The vast majority indicated willingness to provide a variety of accommodations and actually provided such accommodations. Almost all reported no training in the area of disabilities and the majority was not in contact with the Office of Support Services (OSS). Faculty expressed positive attitudes toward students with disabilities yet shared concerns especially regarding students with learning disabilities. Personal contact with individuals with disabilities, students with disabilities in classes, overall teaching experience, teaching experience particularly with students with learning disabilities, and academic discipline, were associated with some or all of the following variables: training, knowledge, willingness to make accommodations, contact with the OSS, and attitudes. Personal contact was found to be the most influential factor on faculty attitudes, knowledge, and practices. A discussion of the study findings and of practical and empirical implications follows.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"27 1","pages":"1-13"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381345","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: 2

SLD Identification: A Survey of Methods Used by School Psychologists 特殊语言障碍识别:学校心理学家使用方法的调查

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-02-03 DOI: 10.18666/LDMJ-2016-V21-I1-6392

Michael D. Watson, Joan B. Simon, Lenora D Nunnley

引用次数: 0

Wright Right: Improving and Sustaining Written Expression Abilities in Middle School Students with and without Learning Disabilities Using Procedural Facilitators. 赖特·赖特:使用程序辅助工具提高和维持有和没有学习障碍的中学生的书面表达能力。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-02-03 DOI: 10.18666/LDMJ-2016-V21-I1-6742

Sara M. Flanagan, Emily C. Bouck, E. Cutter

引用次数: 0

Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula. 理解标准课程和传统课程中学习障碍学生的问题解决错误。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-02-03 DOI: 10.18666/LDMJ-2016-V21-I1-6896

Emily C. Bouck, Mary K. Bouck, G. Joshi, Linley Johnson

{"title":"Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula.","authors":"Emily C. Bouck, Mary K. Bouck, G. Joshi, Linley Johnson","doi":"10.18666/LDMJ-2016-V21-I1-6896","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6896","url":null,"abstract":"Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth grade and 15 seventh grade students with language-based learning disabilities educated with either a standards-based or traditional mathematics curricula on word problems representing number and operations and algebra standards. Two main findings occurred: (a) the open-ended word problems were challenging to students with learning disabilities as demonstrated through the high rate of unanswered questions and incorrect answers, with the most frequently committed errors representing a lack of understanding of the mathematics; and (b) no relationship existed between curricula and correct or unanswered questions for sixth grade, but statistically significant relationships existed in the seventh grade, favoring the standards-based curriculum.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"22 1","pages":"14-26"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72743301","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

A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities 数字写作环境对学习障碍学生沟通和数学推理影响的描述性研究

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-12-16 DOI: 10.18666/LDMJ-2014-V20-I4-6146

Jacqueline N. Huscroft-D’Angelo, K. Higgins, Lindy Crawford

{"title":"A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities","authors":"Jacqueline N. Huscroft-D’Angelo, K. Higgins, Lindy Crawford","doi":"10.18666/LDMJ-2014-V20-I4-6146","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I4-6146","url":null,"abstract":"Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments have become a strategy to enhance students' reasoning in mathematics. Unfortunately, little research investigates the effects of technology on the reasoning skills of students with learning disabilities. This study examines the effects of an intervention intended to promote the communication of mathematical thinking through a digital writing environment for students with learning disabilities. We examined how students used the digital writing environment, the information communicated, and differences in mathematical reasoning for a small group of elementary students with learning disabilities (N = 13). Findings revealed students communicated primarily mathematical knowledge, preferred typing most of the time, and engaged in mathematical conversations with peers. Furthermore, significant differences in mathematical reasoning occurred over time.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75195984","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

Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators 中小学教育工作者对干预的反应:探索性调查

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-12-16 DOI: 10.18666/LDMJ-2014-V20-I4-6147

S. King, C. Lemons

引用次数: 3

Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students With Learning Disabilities 改变我们的思考方式，改变我们的学习方式:为有学习障碍的学生搭建执行功能过程

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-12-16 DOI: 10.18666/LDMJ-2014-V20-I4-6145

Sonia M Rosen, Joseph R. Boyle, Kaitlyn Cariss, G. Forchelli

{"title":"Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students With Learning Disabilities","authors":"Sonia M Rosen, Joseph R. Boyle, Kaitlyn Cariss, G. Forchelli","doi":"10.18666/LDMJ-2014-V20-I4-6145","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I4-6145","url":null,"abstract":"Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). This mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. This paper draws on interviews, students' notes, and pre- and postintervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, how each student did so and what each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"143 1","pages":"165-176"},"PeriodicalIF":1.6,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80303952","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: 2

Dyslexia: A Mother's Role. 阅读障碍:母亲的角色。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-01-01 DOI: 10.18666/LDMJ-2014-V20-I3-5883

Erin K. Washburn

引用次数: 2

The Influence of Drama on Elementary Students Written Narratives and On-Task Behavior 戏剧对小学生写作叙述及任务中行为的影响

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-01-01 DOI: 10.18666/LDMJ-2014-V20-I3-5885

A. Anderson, Katherine A. Berry

引用次数: 6

The Primacy of IQ Subtest Analysis to Understand Reading Performance for Culturally Diverse Groups. 智商子测试分析在理解多元文化群体阅读表现中的首要作用。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2014-01-01 DOI: 10.18666/LDMJ-2014-V20-I1-5153

Samuel O. Ortiz, Harriet N. Johnston, Gabrielle Wilcox, Stella L. Francis, Y. Tomes

{"title":"The Primacy of IQ Subtest Analysis to Understand Reading Performance for Culturally Diverse Groups.","authors":"Samuel O. Ortiz, Harriet N. Johnston, Gabrielle Wilcox, Stella L. Francis, Y. Tomes","doi":"10.18666/LDMJ-2014-V20-I1-5153","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I1-5153","url":null,"abstract":"There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013). Whereas the predictive validity of IQ has been well established, the link between general intelligence and general academic achievement remains unenlightening, particularly with respect to educational interventions and remediation of academic skills. In light of the importance of understanding the needs of diverse groups within educational and instructional settings, the present study investigated the differential predictive validity of WISC-IV, Full Scale IQ, Index, and subtest scores for components of reading achievement for European American, African American, and Latino American children. Using data from the WISC-IVWIAT-II standardization sample, Full-Scale IQ, Index, and subtest scores were used to predict Word Reading and Reading Comprehension scores on the Wechsler Individual Achievement Test, Second Edition (WIAT-II) using forced-entry multiple regression analyses. In general, the results emphasized the importance of subtest analysis for understanding the nature of reading performance of all cultural groups. The amount of variance lost moving from subtest to Full Scale scores is greater in the African American group than the European American or Latino American groups. The amount of variance in components of reading performance accounted for by the Full Scale IQ differed amongst these groups. Findings are discussed in terms of the differences in the processes used in reading between these groups and point to the need for differentiated instruction and intervention to improve reading performance.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"151 1","pages":"45-54"},"PeriodicalIF":1.6,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76162983","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