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Dissertations / Theses on the topic 'Learning difficulties; Disabilities; Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.

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This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to significant changes and restraints. The period under examination is one in which provision for this group of learners is influenced by a multiplicity of factors, not always evident on surface examination. Consequently, a focused ethnographic case study allows for a level of detailed analysis which can illuminate the effects of organisational changes upon individual development. The context in which the case study is set includes the plethora of Further Education Funding Council documentation during the 1990s, the critiques offered by academics of a narrowly competence-based and outcomes-related system, and the implications for students with special educational needs in further education colleges of the recent Dearing Report (1996) and soon to be published Tomlinson Report (1996). The case study provides an illustration of issues raised in recent literature and is set within the broader framework of recent initiatives. Through the use of detailed evaluation of a sample of students progressing through the assessment process in one college, recommendations and reflections contribute original evidence of the influence of legislation on current practice. Using the model of further education, tensions between an inclusive ideology and the demands of a market economy are evaluated and the case-study evidence has application beyond this sector to other areas of educational developments.

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Chung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.

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3

Chung, Kwai-mo, and 鍾貴武. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960820.

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4

Bourke, Patricia E. "The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/25910/.

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Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.

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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.

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6

Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.

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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.

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7

Rustemier, Sharon. "Inclusion in further education : the experiences of young people designated 'students with learning difficulties and/or disabilities', 1997-2000." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274347.

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8

Biu, Victoria. "The experiences of students with learning difficulties and disabilities attending a further education college on a supported learning course : an interpretative phenomenological analysis." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743026.

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9

Elsey, Christopher. "Teaching in the concrete : an ethnomethodological invesntigation of teaching practices in an educational setting for students with moderate to severe learning difficulties and disabilities." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529929.

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10

van, Limbeek Catherine A. H. "What adaptations and modifications do regular classroom teachers report making to their programs and practices in order to meet the needs of students with mild disabilities and learning difficulties? /." Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.113453/index.html.

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11

van, Limbeek Catherine A. H., and n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.

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Integration has been the policy of the New South Wales Department of Education and Training since 1981. Regular classroom teachers are responsible for implementing this policy at the classroom level. In order to achieve this, teachers need to make informed decisions about aspects of the class program and practice that may need to be adapted or modified to provide opportunities for integrated students to participate meaningfully in regular classroom environments. The purpose of this study is twofold: to extend research into adaptations made by New South Wales teachers under a policy of integration by surveying teachers' perceptions on various adaptations/modifications and to explore factors related to teachers? implementation of these adaptations/modifications to programs and practices for students with mild disabilities and/or learning difficulties. Researchers have studied integration (variously named and interpreted) since the eighties and the current research is based on a body of research conducted over the last twenty-five years. The current research identified the frequency of different types of adaptations/modifications used by regular classroom teachers. An attempt is made to identify various barriers and isolate particular factors that may influence the use of these adaptations/modifications in regular classrooms. Results indicated that teachers reported using different adaptations and modifications to varying degrees. Teachers indicated that they held a preference for adaptations and modifications that could easily be implemented for all students in the class. Teachers reported that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time'; and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations and modifications. The level of qualifications held by the teachers was the only factor that had a significant correspondence to the frequency of adaptations and modifications implemented for students with mild disabilities and learning difficulties. Further research is recommended to investigate across a larger area of population, the type and level of disabilities experienced by the students and the influence of teachers? choice on frequency of adaptations and modifications.

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12

Dufour, Julie. "Attitudes des finissants à un programme de formation à l'enseignement secondaire face à l'intégration scolaire des élèves handicapés ou en difficulté d'adaptation ou d'apprentissage /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2006. http://theses.uqac.ca.

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13

Cancela, Anabela Lajas. "As implicações da dislexia no processo de aprendizagem na perspectiva dos professores do 1º ciclo do Ensino Básico." Master's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4262.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
A “Escola para Todos” é na realidade um caminho que nem sempre é fácil de percorrer. Não basta dizer que se aceita a diversidade, urge criar espaços formativos, lideranças eficazes, professores motivados e confiantes, que façam face a uma escola cada vez mais desafiante que, ainda hoje, nem sempre responde eficazmente a todas as crianças, como, há anos, referia Fonseca (1996). Não basta decretar que as práticas educativas da escola regular passem a ajustar-se às caraterísticas e às necessidades de toda a população escolar. A Escola para Todos tem implicações concretas ao nível do trabalho a desenvolver na sala de aula, que se tornou cada vez mais heterogénea, ao nível das necessidades de formação de professores, ao nível de novas formas de trabalhar dos professores, que deverão ser estabelecidas numa base colaborativa. O estudo que se apresenta aborda a problemática em torno de uma das várias subcategorias das Dificuldades de Aprendizagem (DA) que surge atualmente no contexto da nossa sociedade, do ensino em Portugal e das NEE mais em particular: a Dislexia. Esta investigação pretende explorar as perceções dos professores do 1.ºciclo do Ensino Básico sobre a dislexia e compará-las com o que a investigação tem dado a conhecer. Implícito a todo o trabalho está o objetivo, de acordo com os resultados obtidos, desencadear uma reflexão que encare o que falta fazer, para superar as dificuldades que as crianças com dislexia sentem em relação às aprendizagens, porque são determinantes do sucesso ou insucesso do aluno. No presente estudo adoptou-se uma metodologia de investigação que combinou as abordagens qualitativa e quantitativa tendo sido aplicados questionários a 121 Professores do 1º Ciclo do Ensino Básico que exercem funções em escolas públicas ou privadas em Portugal. Constituiu-se a amostra maior possível pelo método de amostragem em bola de neve, a partir de um núcleo de professores contactável diretamente pela investigadora. Os resultados obtidos nesta investigação permitem dizer que os professores inquiridos não se sentem preparados para trabalhar com as crianças disléxicas. Os mesmos consideram que o contexto de formação dos professores no âmbito da dislexia influencia significativamente a autoperceção das suas competências para trabalharem com alunos disléxicos, nomeadamente na identificação e intervenção junto destes alunos. De facto, entende-se que os programas de formação inicial devem proporcionar um conhecimento atualizado sobre métodos e estratégias de ensino diferenciado para alunos com dislexia e formas de aprendizagem tendo em conta as especificidades destes alunos, por sua vez a formação contínua e/ou especializada deve ser pensada a partir da escola, centro de acção do professor e, deste ponto de vista, deve ter como objetivo principal o aperfeiçoamento dos actos profissionais e a melhoria das situações de trabalho. É responsabilidade do Estado proporcionar as condições necessárias nas escolas para que a inclusão seja o presente e não o futuro. Os dados do estudo referem que os inquiridos consideram que o elevado número de alunos por turma dificulta a implementação de uma estratégia de intervenção adequada às especificidades dos alunos com dislexia. Também a falta de recursos humanos e materiais nas escolas dificulta a criação de contextos educativos e pedagógicos individualizados que estimulem o desenvolvimento pessoal e social, a aprendizagem, e o sucesso escolar das crianças disléxicas. Pode assim concluir-se que os recursos humanos e materiais estão fortemente associados às práticas individuais dos professores pelo que é crucial investir nestes recursos.
The "School for All" is actually a path that is not always easy to navigate.It is not enough to say that one accepts diversity, it urges to create formative spaces, effective leadership, motivated and confident teacher’s who face the increasingly challenging school that, even today, does not respond effectively to all children as, some years ago, refer Fonseca (1996). The School for All has concrete implications on work in classroom, as it became increasingly heterogeneous, and in terms of teachers training needs, in terms of new ways of teacher’s work, which should be established in collaborative basis. The study that is presented tackles the problem around one of several subcategories of Learning Disabilities (DA) which currently appears in the context of our society , the education of SEN in Portugal and more particularly: Dyslexia. This research aims to explore the perceptions of teacher’s of 1st. cycle of basic education about dyslexia and their learning needs to overcome the difficulties of dyslexic children. We adopted a research methodology that combines qualitative and quantitative approaches, questionning 121 teachers of the 1st cycle of basic education on public or private schools, in Portugal. The results show that teachers inquired do not feel to be prepared to work with dyslexic children. They consider that the context of teacher´s education about dyslexia significantly influences autopercetion of their skills for working with dyslexic students, particularly in identifying and acting with these students. In our view, the initial formation programs shoduld provide an updated knowledge on methods and strategies to differentiate instruction for students with dyslexia and ways of learning taking into account the specificities of these students, in turn continuous and / or specialized training should be done thought from school, the center of action of the teacher and, from this point of view, should be directed to the improvement of professional acts and improvement of work situations. It is the responsibility of the State to provide the necessary conditions in schools so that the inclusion is the present and not the future. The study data indicate that the respondents believe that the high number of students per class hinders the implementation of a strategy appropriate to the specific intervention on students with dyslexia. Also the lack of human and material resources in schools hinders the creation of individualized educational and pedagogical contexts that encourage personal and social development, learning, and academic success of dyslexic children. We can thus conclude that human and material resources are tightly associated with individual teacher practices and that it is critical to invest in these resources.

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14

MONAUNI, ANNA. "DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/95895.

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Due sono le constatazioni di base che guidano questo elaborato: la complessità che caratterizza le odierne classi richiede agli insegnanti di differenziare la proposta didattica; spetta al docente saper individuare eventuali difficoltà di apprendimento e/o disturbi specifici (DSA) al fine di favorire un percorso scolastico rispettoso delle peculiarità di ciascuno. Cosa succede, però, quando lo studente con DSA è di origine migratoria ed è bilingue? Il disturbo ha reali basi neurobiologiche o è piuttosto correlato alle fatiche di veicolare l’apprendimento attraverso una lingua diversa da quella parlata in ambito familiare? Il dato da cui partire è quello rilevato in letteratura in merito alla scarsità, in ambito nazionale, di test clinici per DSA strutturati e standardizzati su chi parla più di una lingua. Da ciò consegue la necessità di implementare un’azione a monte, al fine di migliorare l’appropriatezza degli invii ai Servizi Sanitari o agli Enti accreditati: un percorso da attuare con il personale docente. A questo scopo l’indagine intende favorire tra gli insegnanti una corretta informazione circa la distinzione tra disturbo specifico dell’apprendimento e difficoltà di letto-scrittura in alunni bilingui figli di migranti. Inoltre, l’insegnante è chiamato ad appropriarsi di una forma mentis capace di cogliere in maniera attenta e rispettosa le peculiarità di ciascun allievo, unico nella sua arricchente diversità: un insegnante flessibile, disposto a sperimentare una didattica di tipo differenziato.
This thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction.

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Hitt, Sara Beth, and false. "Working with Students with Learning Difficulties." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4065.

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Wong, Tang-tat Rodney. "Computer assisted learning : an examination of practices in schools for children with learning difficulties /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14014646.

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Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.

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Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

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Ames, John Robert. "Overcoming writing output difficulties for students with learning differences." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52192.

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This thesis was designed to identify teachers’ perceptions of the reasons for student learning differences regarding essay writing output difficulties, with the aim of proposing resolutions and strategies for overcoming them. The thesis first reviewed previous writing instruction methods exploring common difficulties learners, especially those with learning differences, experience mastering formal written essay expression. Second, the thesis reviewed seventeen writing interventions with measured efficacy, grouping them as effective, non-effective, and in the case of two interventions, non-measured strategies. Third, the thesis addressed reasons for researching writing instruction in a large school district in British Columbia, the North Vancouver School Board, in order to compare similarities and contrasts to instructional practices found in other educational jurisdictions identified in the reviewed literature. In facilitating this research, expert answers were sought from four North Vancouver secondary school teachers identifying 'best practices' of teaching writing to students. The research results showed that common themes across teachers’ responses were in the areas of modeling writing, community of learners, student autonomy, affect and writing, differentiated learning, rubric use, portfolios and specific authors and titles in film, novels, poetry, drama and internet blogs. The findings revealed overlaps and differences in approaches to writing instruction compared to the literature reviewed and the author's personal writing instruction experiences.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.

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Farmer, Tim. "Understanding the learning experiences of university students with learning disabilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6062.

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The increased interest in identifying effective interventions to facilitate learning disabled students in their academic pursuits necessitates a better understanding of the personal struggles of these students. This study is a preliminary attempt to focus on adult university students who have only recently been identified as having a learning disability. It used a social constructivist approach in an attempt to identify cognitive and metacognitive strategies employed by these students in the past and present, and those they might employ in future. Cognitive dissonance emerged as a major factor as regards the self-concept and self-esteem of these adult students. The dissonance surrounding their self-concept emanated from educational experiences and conflicting judgements about their intelligence. Their narratives identified anxiety as another major factor related to their learning experiences and this was consistent with several empirical studies that have found higher levels of anxiety among students with learning disabilities than the average student population. The narratives within this study have linked the students' cognitive dissonance with their anxiety and their attempts to establish consonance in their self-concept and what they perceived as acceptable levels of self-esteem. This study has resulted in significant insights into the use of myths by these four individuals as a means of coping with their dissonance and anxiety. It explores to what degree this myth-making was effective in assisting these four participants in mediating and self-regulating their learning. The methodology for this study included three 90-minute interviews over one- to three-week periods (Seidman 1998). The interviewer made use of the results of empirical tests that had previously been administered to these students to identify their learning disability. The test results helped to augment the students' exploration of their cognitive struggles and strategies. It is hoped that this study will lead to a richer understanding of the struggles of students with undiagnosed learning disabilities. Further, it is hoped that this study will enhance the use of narratives and a social constructivist approach to further research more effective mediations and self-regulation by this population.

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Wong, Tang-tat Rodney, and 黃騰達. "Computer assisted learning: an examination ofpractices in schools for children with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957560.

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Kale, Amy L. (Amy Louise). "Filial Therapy with Parents of Children Experiencing Learning Difficulties." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278615/.

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This study was designed to determine the effectiveness of the Landreth 10-week filial therapy model as an intervention for the parents of children experiencing learning difficulties.The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of children with a learning difficulty; 2) reducing the stress level of parents of children with learning difficulties; 3) decreasing social problems and total behavior problems of children with learning difficulties as reported by parents and teachers.

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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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Hudson, Tina M. "Adapting Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3999.

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Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies of writing intervention strategies have been reviewed. Specific instructional strategies that were successful in this study were, direct instruction, motivational interventions, and self-regulated strategies. These instructional strategies/writing interventions enhanced various components of written expression for students with SLDs. A total of 15 studies that implemented a writing intervention for school-aged students with SLD were reviewed. Direct instruction, motivational interventions, and self-regulation strategies improved various components of written expression for students with SLDs.

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Williams, Thomas Edwin. "A multimodal approach to the assessment and treatment of children with learning difficulties." Thesis, Connect to e-thesis, 1987. http://theses.gla.ac.uk/662/.

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Thesis (Ph.D.) - University of Glasgow, 1987.
Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.

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Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.

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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.

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Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.

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This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.

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Dean, Julia Catherine. "Teaching Decoding Through Constant Time Delay to Students with Severe Disabilities and Verbal Difficulties." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/asrf/2020/presentations/32.

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Very little research has occurred about students with severe disabilities and verbal difficulties and their ability to learn phonics, decoding, and other early literacy skills(Ainsworth et al., 2016 and Johnston et al., 2009b). Ainsworth et al. (2016) used the Accessible Literacy Learning curriculum to teach phonics and decoding. Johnston et al. (2009b) used a three-step instructional strategy, step one - increased opportunities for adult-directed teaching and active teacher child interaction, step two- use of time delay to teach, step three-consequences, to teach phonics and decoding. While both studies utilized time delay in some fashion, they were not entirely based upon the evidence-based practice. Therefore, the purpose of this study is to determine whether constant time delay is effective in teaching phonics and decoding to students with severe disabilities and verbal difficulties and if students can generalize the skill to words that have not been explicitly taught. Results indicated a functional relation between the use of constant time delay and decoding of CVC words. Additionally, students were able to maintain and generalize learning. Students with severe disabilities and verbal difficulties can effectively learn decoding of CVC words through constant time delay and can maintain and generalize the skill. Results were similar to other studies which implemented constant time delay to promote emergent literacy skills (e.g., Browder et al., 2012; Dessemont et al., 2019; Spooner et al., 2015; Tucker Cohen et al., 2008). Practitioners can use constant time delay to teach decoding to students with severe disabilities and verbal difficulties and to promote early reading skills. Future research should replicate the study with students from different age groups as well as examining the effects of this strategy on the acquisition of CCVC and CVCC words.

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Dean, Julia. "Teaching Decoding Through Constant Time Delay to Students with Severe Disabilities and Verbal Difficulties." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3751.

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The purpose of this study was to examine the effects of constant time delay on decoding letter sounds within consonant-vowel-consonant words and to read constant-vowel-constant words skills for students with severe disabilities and verbal difficulties. This study used a multiple probe across participants design with four students with severe intellectual and/or development disabilities. Results indicated a functional relation between the use of constant time delay and decoding of CVC words. Additionally, students were able to maintain and generalize learning. Results were similar to other studies which implemented constant time delay to promote emergent literacy skills. Practitioners can use constant time delay to teach decoding to students with severe disabilities and verbal difficulties and to promote early reading skills. Future research should replicate the study with students from different age groups as well as examine the effects of this strategy on the acquisition of CCVC and CVCC words.

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Baker, John. "Spiritual education in the special school setting for pupils with learning difficulties and disabilities." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020643/.

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Foley, Nancy E. "Learning style preferences of undergraduate students with and without learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842527.

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Murtaza, Naveed. "Perceptions of Students with Learning Disabilities Learning Science: A Narrative Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37820.

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While there has been research regarding the effectiveness of teaching strategies to teach science to students with learning disabilities (LD), the viewpoints and experiences of students with learning disabilities using narratives have not received the same attention. This study was conducted to explore the beliefs and feelings of students with learning disabilities about their science learning experiences during their high school years. Vygotsky’s theory on Social Constructivism was used to examine the interaction of cognitive processes such as perceptions and attributions; behavioral features such as social skills and communication difficulties; and, environmental factors such as teaching techniques and peer interactions. These factors are interacting determinants of learning and classroom participation. Due to the social nature of schooling and disability, the social model of disability approach was considered the most efficient way to address this issue of learning of science with learning disabilities. Eight undergraduate students with LD were interviewed about their experiences of learning science in mainstream science classrooms. Four themes emerged after thematic analysis of the narrative interview data: a) understanding of learning disability; b) finding resources and strategies for learning science with LD; c) overcoming difficulties in learning science with technology; d) learner autonomy and science learning experiences with LD. The salient feature of these themes showed that the participants had an adequate understanding of their LDs, and the difficulties they faced in learning of science subjects due to their learning disabilities. The stigmatizing experiences of low achievement in science subjects and the initial reaction of some teachers triggered sad and angry feelings, and all the students longed to be more pushed to their higher potential in science learning. Participants then sought help from More Knowledgeable Others (MKO), they used assistive technology and developed their own strategies to overcome difficulties they were facing in learning science. The difficulties in learning of science subjects indicated by the participants have consequences; these difficulties may result in student’s reduced motivation in learning, disengagement from school, leaving school prematurely, and may cause depression in students who drop out of school. These possible consequences and the dissatisfaction expressed by the participants in this study implicate a need to continually assess students with LDs knowledge of, perceptions of, and experiences with their science learning, both in research and actual practice. In turn, this greater consideration of participant’s viewpoints may have a positive influence on the success of high school science education programs and the social-emotional development of students with LD.

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Gauntlett, David A. "A study of specific learning difficulties in tertiary education." Thesis, Open University, 1987. http://oro.open.ac.uk/56996/.

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This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.

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Wong, Yuet-fung Eva. "The development of a behaviour checklist for parents to screen preschoolers at risk for specific learning difficulties in reading andwriting (SpLD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793221.

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Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in the area of specific learning disabilities, with a tool for identifying individuals likely to have learning disabilities. It is important to emphasise from the outset that screening is not diagnosis. Even a very good screening tool can at best identify those at high risk for LDS. Also screening may identify problem areas but no information is available regarding aetiology or source of the problems. Finally screening is necessary because a large section of the population has been identified as potentially containing large numbers of LDS (Singleton et al. 1998). However, before beginning the research, a thorough review of the issues of definition that plague the field is undertaken. While the issues raised cannot be resolved in this thesis, they form a necessary background to the research done. In principle, learning disabilities are understood to be characterised by poor automisation of learning skills due to neurological malfunction, contrasted by at least average intelligence. Therefore the goal of screening is to identify the presence of these difficulties, while explanation of their causes remains the proper area of expertise of diagnosticians who bear the onus of showing evidence of neurological malfunction. The present research, then, is three-phased. First, the Career Decision Difficulties (CDD) questionnaire (Gati et al. 1996) is applied to establish empirical support for the hypothesis that young adults with specific learning disabilities have greater difficulties making career decisions than their non-disabled peers do and to identify problem areas of particular difficulty for these young adults. The second phase of the research is based on the assumption that the majority of adults with specific learning disabilities have not been diagnosed and are unaware of the reasons for study problems that they encounter. Against this background, a parsimonious and easily administered screening device is needed. The second part of the thesis focuses on the development and validation of a self-report model - the Strengths and Weaknesses Academic Profile (SWAP) - and a questionnaire based on it, and their use as a counselling tool. The questionnaire based on the SWAP model was administered to a sample of about 500 young adults in Israel studying in preacademic schemes, of which 117 were previously diagnosed as learning disabled. The data was then analysed for validation. Finally, the results were normed on a larger sample of just over 900. The third phase was undertaken in order to address outstanding issues of validation resulting from the inherent methodological weakness of the Israeli research, a further sample was tested in Sheffield, UK. Unlike the Israeli sample, the non-diagnosed were tested to reveal any hidden dyslexics and they were subsequently removed from the control group. I present here an epidemiological sample validating a research tool in a real life scenario. In order to check the construct validity of this tool, a stricter research definition of LD was adopted, and the same process was undertaken using a well-defined sample known to be dyslexic and non-dyslexic. In conclusion, the results of this empirical demonstration show that the SWAP model predicts to a satisfactory degree those individuals who are at high risk of dyslexia. This thesis combines the strengths of an experimental qualitative approach with those of a quantitative empirical approach. In the main sample, the Israeli sample, scores were normed and converted into percentiles. Preliminary data regarding the predictive success of the use of SWAP for referral for diagnosis is presented. In addition, several case studies are included as examples of the use of SWAP as a counselling tool.

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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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Crabtree, Jason William. "Educational inclusion : the self-concept of students with moderate learning difficulties." Thesis, Brunel University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395329.

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Beverley, Joan Hilary. "Adult status students with learning difficulties and the basic skills curriculum." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19351/.

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The research examines the adult status of those people with learning difficulties both within and outside adult education. Being adult is considered against Knowles' (1990) definition of adult through the research literature and empirical research. The research literature is used to investigate the history of how those adults with learning difficulties have been regarded in and treated by society and is used to consider terminology, legislation and the concept of 'difference'. What emerges is the notion that those with learning difficulties have been perceived as a group apart. The empirical research tested contemporary perceptions. The empirical research poses two key questions: what factors do we actually use to distinguish children from adults and, secondly, how adults with learning difficulties perceived themselves. Data to determine this was obtained by a picture sorting exercise to identify adults, an innovative approach to enable all to participate, and semi-structured interviews with groups of young people and adults with and without learning difficulties. The same research approaches were used with all respondents irrespective of variations in cognitive ability. The empirical research also examined the views of tutors within the Basic Skills sector in one unitary authority regarding the inclusion in classes of those with learning difficulties. Information from tutors was obtained by questionnaires and follow up interviews. Whilst virtually all respondents were apparently in favour of such inclusion, nevertheless they perceived students with learning difficulties as presenting particular problems. The research, undertaken in a unitary authority in central England, indicates that far from being a separate group, those with learning difficulties have much in common with all other adults. Indeed when considered against Knowles' definition it is mainly within one domain that there is any real difference. The research literature and the findings from the empirical research indicate reasons for this which are discussed within the thesis. Despite changes in legislation and changes in national policy towards people with disabilities in recent years, it is apparent that very little has changed significantly in terms of status for those adults with learning difficulties and major shifts in attitudes are still required if significant rather than cosmetic change is to happen.

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Vitale, Regis A. "Homework can be challenging for students with learning disabilities /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Rilett, Tracey A. "Motivating students with learning disabilities, the role of parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0010/MQ52478.pdf.

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Turini, Nancy. "Self-awareness of secondary age students with learning disabilities /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203569171&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Unger, Mary Ann. "Traversing the tracks : students with learning disabilities speak up /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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Ingersoll, Deborah Jeanne Hodge. "College students with learning disabilities: Perceptions of academic success." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284222.

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Semi-structured interviews provided the primary source of data in this qualitative study that was designed to determine factors that determine academic success and failure of college students with learning disabilities. All student participants were using either of two support programs for learning disability support services on a large Research I Land Grant University. Students were matched on cumulative high school grade point average (3.0 or higher), full-scale scores intelligence measures, and composite college entrance examinations scores. Students were further grouped as Successful (cumulative college grade point average of 3.0 or higher) or Jeopardy (cumulative college grade point average of less than 2.0). Participating instructors and learning disability support services personnel were identified by students during the interview process as examples of effective instructors/practitioners. Perceptions of students, instructors, and learning disabilities support staff were gathered and examined regarding the nature of students, teaching, environmental factors that facilitate and inhibit learning, and support services of the two programs providing support services for these college students with learning disabilities. Elements of self-efficacious attitudes, beliefs, and behaviors of students were also examined. Data was analyzed to determine differences and commonalties between successful and unsuccessful students with learning disabilities. Concepts from social construction theory were used to identify the social context. Retention theory, self-efficacy theory, and literature from the fields of good practice and learning communities were also instrumental in the approach to data analysis. Suggestions for further research and implications for practice are offered while acknowledging the limitations of this study.

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Knox, Antoinette M. "Reading strategies for middle school students with learning disabilities." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8582.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Hudson, Tina M., and Lori J. Marks. "Adapting Writing Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3579.

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Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed as having a learning disability and who were, at the time of the study, receiving support services from the office of student support services, participated in the semistructured interviews. Qualitative data were analyzed using open and axial coding to search for patterns and emerging themes. Key results included that even though students were satisfied overall with the services and accommodations provided by the university, they lacked adequate support from some of the faculty on the importance of accommodations and services and how they influence academic success in postsecondary education. Based on the findings, a 3-day professional development training was developed to educate faculty in learning disabilities, understanding accommodations, and enhancing their abilities to provide support in working with students with LDs. These endeavors may promote positive faculty-student relationships and increased academic success of students with LDs in postsecondary education.

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Bradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.

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The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their academic success and (b) identify barriers and issues that LD students experienced in accessing services. Ten postsecondary students were identified and classified as LD that had attended a community college in Northern Virginia and volunteered to participate in this study. Out of the ten, two students were selected for this research study. These students were interviewed using a two-part questionnaire (Appendix C). The questionnaire included significant factors and variables frequently associated with postsecondary success. Questions in part I of the Questionnaire pertained to the LD studentâ s profile (e.g., medical and social history, employment, volunteer work, hobbies, education including special education experiences, language therapy, and assessments). Questions in part II consisted of the recommended support services identified in the literature (e.g., disability awareness, accommodations, self-advocacy skills, academic remediation, parent and counselor advocacy, computer technology, career counseling, transition services, and rehabilitation counseling) often delivered to LD students. Psychological and educational assessments were also obtained, reviewed, and coded. The interviews were tape recorded in order to assure concise descriptive information from the studentâ s own â personalâ past and current educational experiences. Each student reported that they had received a great deal of assistance by another individual who had been most instrumental in helping them over come their postsecondary academic barriers. These individuals were also interviewed. The interviews were transcribed, and the data collected were coded. Two in-depth comprehensive case studies were developed by reviewing and recording data from the interviews, psychological assessments, and educational records. All narrative material was subsequently analyzed by coding procedures used in grounded theory.
Ed. D.

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