Search results for: Students’ disabilities
Page 2/2 19 items
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
The purpose of this study was to examine the differences among three groups of teachers on their perceptions of students with disabilities and their willingness to refer students with disability to a gifted and talented program. Data reveal that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels. The findings hold several important implications for teacher training at the college and university level, as well as the state and local district professional development level.
Updated: Jan. 23, 2011
Investment vs. Return: Outcomes of Special Education Technology Research in Literacy for Students with Mild Disabilities
This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. In the area of reading, research has investigated such technologies as using multimedia to improve reading, using voice recognition to improve reading skills, and using text-to-speech synthesis to compensate for reading deficits. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers. In summary, integrating technology into instruction for students with mild disabilities seems to provide an academic gain for them.
Updated: Jun. 13, 2010
Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that nearly all districts reported special education settings for the instruction of science for students with disabilities. However, some districts provided only general education settings.
Updated: Nov. 02, 2009
Attitudes and Concerns of Pre-Service Teachers Regarding Inclusion of Students with Disabilities into Regular Schools in Pune, India
This study examined attitudes and concerns of pre-service teachers regarding implementation of inclusive education. Participants were 480 pre-service teachers enrolled in a one year Bachelor of Education (B.Ed) program at Pune University, in the state of Maharashtra. The results of the study showed that participants had somewhat negative attitudes and a moderate degree of concern regarding the inclusion of students with disabilities in their classes.
Updated: Oct. 21, 2009
The purpose of this study was to determine the extent to which teacher candidates are successful in meeting the needs of all students, including those with disabilities.Units of 20 teacher candidates were examined to determine: (a) the learning demonstrated by students with disabilities; and, (b) the teaching models and strategies used by the teacher candidates. Evidence of student learning was determined through analysis of disaggregated data from class-wide results.
Updated: Jun. 29, 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
Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
With the advent of the No Child Left Behind Act (2002 ), all students, including students with significant cognitive disabilities, must be included in measures of large-scale educational assessment and accountability. This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001). Specifically, the article focuses on the first vertex of the assessment triangle, that of cognition, to examine characteristics of students with significant cognitive disabilities in representing what they know.
Updated: May. 20, 2009
In this study, the author examines the outcomes of the use of a project-based online Professional development (PD) approach with in-service teachers of K-12 students with disabilities. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers' PD.
Updated: May. 13, 2009
This study investigated accommodations provided to teacher candidates with learning disabilities in teacher education programs. Accommodations at the knowledge level were considered acceptable, while accommodations in field experiences were less common and more likely to raise ethical concerns.
Updated: Jul. 28, 2008