针对有学习障碍学生的 STEM 干预概念化的当前研究:特别丛书简介

IF 1.6 4区 教育学 Q2 EDUCATION, SPECIAL
Susan De La Paz, Delinda van Garderen
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引用次数: 0

摘要

这篇文章介绍并描述了专题特别系列中的部分研究,这些研究旨在探讨改善有学习障碍(SLD)的学生在科学和数学方面的学习成果的研究问题。特殊教育工作者拥有必要的知识和技能,可以将这些学生有意义地纳入到以重要学科理解为重点的研究中;然而,迄今为止,相对较少的特殊教育工作者为高发残疾学生开发和验证干预措施,以帮助他们学习科学或数学实践。鉴于大多数有特殊学习障碍的学生都在普通教育课堂上接受教育,而普通教育课堂的改革要求提高教学的严谨性,并为所有学生提供有意义的问题解决方法,因此,有特殊学习障碍的学生必须得到有效的支持,以进行深层次的内容学习。我们希望当前的文章能激发读者的兴趣,为这一新兴的研究机构添砖加瓦,并邀请其他人在这一特别系列文章中分享的观点的基础上再接再厉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series
This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers’ interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series.
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
19
期刊介绍: Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
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