Search results for: Learning disabilities
Page 1/2 13 items
The goal of this study was to examine how pre-service teachers with learning disabilities (LD) perceive their professional training during their first years of Teacher College and whether perception will change during the course of the first term of their undergraduate studies. The findings reveal that the pre-service teachers with learning disabilities had unique perceptions and needs as well as common perceptions of pre-service teachers during their training practice.
Updated: Oct. 10, 2016
General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation
This article used a mixed-methods design to explore general education pre-service teachers’ concerns regarding the implementation of Response to Intervention (RTI) based on the Concerns-Based Adoption Model. Results suggest pre-service teachers focused their concerns on feeling unprepared and not understanding how to effectively implement RTI.
Updated: Aug. 02, 2015
Design Based Research to Develop the Teaching of Pupils with Moderate Learning Difficulties (MLD): Evaluating Lesson Study in terms of Pupil, Teacher and School Outcomes
The purpose of this article was to show the use of a design-based research approach to refine the use of Lesson Study methods to develop the teaching and learning of pupils identified as having moderate learning difficulties (MLD) in secondary schools. The findings suggest beneficial outcomes for pupils and teachers. The findings about pupil demonstrate of positive pupil learning outcomes in a particular context and use of Lesson Study. In addition, teacher level evaluation data found largely similar and very positive outcomes for the teachers concerned.
Updated: Feb. 09, 2015
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
Does Initial Teacher Education Make a Difference? The Impact of Teacher Preparation on Student Teachers' Attitudes towards Educational Inclusion
This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Updated: May. 26, 2011
Pre-service Teachers’ Open-Minded Thinking Dispositions, Readiness to Learn, and Attitudes about Learning and Behavioural Difficulties in Students
The purpose of this study was to examine the linkages between the four components of pre-service teachers’ attitudes toward children with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using a self-report measure that consisted of four scenarios describing students with LBD, the authors investigated the degree to which pre-service teachers’ open-minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions and planned behaviours.
Updated: Aug. 01, 2010
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
The purpose of the study was to identify the core coping strategies of students with learning disabilities. The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period. Four emotional-cognitive strategies were identified: 'Avoidance,' 'Rebellion,' 'Reconciliation,' and 'Determination.' The results provide a map within which school counselors and teachers may place their students' current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.
Updated: Jul. 13, 2010
In this paper, the authors will present results from a study carried out in one Norwegian municipality among teachers taking part in a two-year intervention study. Seventy-four 8th and 9th grade teachers at six lower secondary schools in one municipality participated in the study. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions.
Updated: Jan. 31, 2010
Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects. The authors also examined the effectiveness of these components conditionally, using hierarchical multiple regressions.
Updated: Nov. 30, 2009
The authors examine teachers' perceptions regarding students' knowledge and understanding of their learning disability. Therefore, a mix-method survey was developed to answer the following questions: (a) What are teachers' perceptions regarding students' knowledge and understanding of their learning disability? (b) What do teachers tell students about their identified learning disability? (c) What do teachers do (specific activities, lessons, discussions) to help students understand their disability and how the disability affects their academic, social, and emotional lives?
Updated: Jun. 29, 2009