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Journal articles on the topic 'Learning disabilities – United States'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Moats, Louisa Cook, and G. Reid Lyon. "Learning Disabilities in the United States." Journal of Learning Disabilities 26, no. 5 (1993): 282–94. http://dx.doi.org/10.1177/002221949302600501.

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Rethemiotaki, Irene. "Asthma diagnosis and learning disabilities among children in the United States." Family Medicine & Primary Care Review 23, no. 1 (2021): 59–64. http://dx.doi.org/10.5114/fmpcr.2021.103157.

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3

Hammill, Donald D. "A Brief Look at the Learning Disabilities Movement in the United States." Journal of Learning Disabilities 26, no. 5 (1993): 295–310. http://dx.doi.org/10.1177/002221949302600502.

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Anastasiou, Dimitris, and Stavroula Polychronopoulou. "Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece." Learning Disability Quarterly 32, no. 2 (2009): 55–69. http://dx.doi.org/10.2307/27740357.

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The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Gr

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Helton, Jesse J., Tatiana Gochez-Kerr, and Ellen Gruber. "Sexual Abuse of Children With Learning Disabilities." Child Maltreatment 23, no. 2 (2017): 157–65. http://dx.doi.org/10.1177/1077559517733814.

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Although children with a learning disability (LD) are at an increased risk of sexual abuse, it is unclear whether conditions specific to their impairment are associated with sexual assault or if risk derives from other comorbid conditions such as behavioral problems, social skill deficits, or loneliness. Using a national probability study of child maltreatment investigations in the United States ( n = 2,033), we hypothesized that children over the age of 4 with a LD are target congruent to a sexual perpetrator. Seven percent of children were identified as having a LD, and the odds of a sexual

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Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.

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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the chall

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Demetriou, Cynthia, Gabrielle Miller, Laurel Mason, and Christine Salvesen. "A Model Program for the Success of College Students with Attention and Learning Disorders." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 103–19. http://dx.doi.org/10.3280/ess1-2019oa7432.

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Internationally, institutions of higher education have been called upon to engage college students with learning disabilities in campus life, to provide effective learning supports, and to hold high expectations (Tinto, 2012). Model programs providing comprehensive support to college students with learning disabilities are few and far between. As the number of college students needing learningsupport increases across many countries, there is a critical demand to identify programs and approaches that produce optimal outcomes for students. This article provides an overview of the legal structure

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Gottfried, Michael A., Jay Plasman, Jennifer A. Freeman, and Shaun Dougherty. "Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities." AERA Open 7 (January 2021): 233285842199907. http://dx.doi.org/10.1177/2332858421999078.

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Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional academic STEM content and to motivate students’ interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these

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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.

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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of

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Haynes, Charles, Pamela Hook, Paul Macaruso, et al. "Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan." Annals of Dyslexia 50, no. 1 (2000): 213–38. http://dx.doi.org/10.1007/s11881-000-0023-5.

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Weis, Robert, Celeste P. Erickson, and Christina H. Till. "When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges." Journal of Learning Disabilities 50, no. 6 (2016): 684–700. http://dx.doi.org/10.1177/0022219416646706.

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States’ most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disa

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Reyns, Bradford W., and Heidi Scherer. "Disability Type and Risk of Sexual and Stalking Victimization in a National Sample: A Lifestyle–Routine Activity Approach." Criminal Justice and Behavior 46, no. 4 (2018): 628–47. http://dx.doi.org/10.1177/0093854818809148.

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Research findings from national samples indicate that people with disabilities have a higher risk of sexual and stalking victimization than their counterparts without disabilities. While this body of research indicates that disability is a risk factor for interpersonal victimization independent of known risk factors derived from the lifestyle–routine activity perspective, it has not yet been established whether the risk factors of victimization vary across disability type. Using survey data from approximately 40,000 college students from across the United States, this study addresses this issu

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Van Rheenen, Derek, Matt Grigorieff, and Jessica N. Adams. "Envisioning Innovation at the Intersection of Sport and Disability: A Blueprint for American Higher Education." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 92–109. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.92-109.

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In January 2013, the United States Department of Education’s Office of Civil Rights issued policy guidelines to ensure that students with disabilities have equal opportunities to participate in extracurricular athletic activities in public elementary, secondary and postsecondary schools. To date, few educational institutions, particularly within higher education, have met this national need. This paper describes a pilot course offered at a large public university on the west coast of the United States that combines learning about disability studies while participating in goalball, a sport desi

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Kearns, Devin M., Natasha J. Feinberg, and Leslie J. Anderson. "Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice." Journal of Learning Disabilities 54, no. 5 (2021): 365–72. http://dx.doi.org/10.1177/00222194211032403.

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The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for

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Barrio, Brenda L., and Aleksandra Hollingshead. "Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities." Rural Special Education Quarterly 36, no. 3 (2017): 136–45. http://dx.doi.org/10.1177/8756870517721693.

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The literature reveals that paraprofessionals are responsible for supporting students at risk of/with disabilities in a variety of academic and nonacademic tasks, yet they often lack appropriate training. Recent studies demonstrated the effectiveness of training for paraprofessionals to support students with disabilities in a meaningful way. In rural communities, such professional development and training opportunities are often unavailable despite the need. The purpose of this study was to explore the effects of a Universal Design for Learning (UDL)–based ongoing professional development mode

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Björn, Piia M., Mikko T. Aro, Tuire K. Koponen, Lynn S. Fuchs, and Douglas H. Fuchs. "The Many Faces of Special Education Within RTI Frameworks in the United States and Finland." Learning Disability Quarterly 39, no. 1 (2015): 58–66. http://dx.doi.org/10.1177/0731948715594787.

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Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainl

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing

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Benyovszky, Andrea. "The Replication of the System of Conductive Education in the United States." Acta Technologica Dubnicae 3, no. 2 (2013): 66–72. http://dx.doi.org/10.1515/atd-2015-0020.

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Abstract During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the profes

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Tolbert, Joshua B. L. "Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities." Journal of Language Teaching and Research 8, no. 3 (2017): 441. http://dx.doi.org/10.17507/jltr.0803.01.

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Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevale

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Barrio, Brenda L. "Special Education Policy Change." Rural Special Education Quarterly 36, no. 2 (2017): 64–72. http://dx.doi.org/10.1177/8756870517707217.

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Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle

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Cornoldi, Cesare, Agnese Capodieci, Carla Colomer Diago, Ana Miranda, and Katharine G. Shepherd. "Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities." Journal of Learning Disabilities 51, no. 1 (2016): 43–54. http://dx.doi.org/10.1177/0022219416678408.

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In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this s

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Schug, Thaddeus T., Ashley M. Blawas, Kimberly Gray, Jerrold J. Heindel, and Cindy P. Lawler. "Elucidating the Links Between Endocrine Disruptors and Neurodevelopment." Endocrinology 156, no. 6 (2015): 1941–51. http://dx.doi.org/10.1210/en.2014-1734.

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Abstract Recent data indicate that approximately 12% of children in the United States are affected by neurodevelopmental disorders, including attention deficit hyperactivity disorder, learning disorders, intellectual disabilities, and autism spectrum disorders. Accumulating evidence indicates a multifactorial etiology for these disorders, with social, physical, genetic susceptibility, nutritional factors, and chemical toxicants acting together to influence risk. Exposure to endocrine-disrupting chemicals during the early stages of life can disrupt normal patterns of development and thus alter

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Xin, Yan Ping, Ron Tzur, Casey Hord, Jia Liu, Joo Young Park, and Luo Si. "An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties." Learning Disability Quarterly 40, no. 1 (2016): 4–16. http://dx.doi.org/10.1177/0731948716648740.

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The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Pleas

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Blinkoff, Elias. "Helping Students Read to Achieve: The Past, Present, and Future of Educational Policies on Dyslexia." #CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College 1, no. 1 (2016): 22–38. http://dx.doi.org/10.24968/2473-912x.1.1.5.

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Developmental dyslexia is among the most common neurobehavioral disorders in children, affecting approximately 8.5 million students across the United States (Bipartisan Congressional Dyslexia Caucus, 2015). Despite its prevalence as a language disorder characterized by impaired reading ability, researchers have struggled to define dyslexia, contributing to variability across state-level educational policies on dyslexia and preventing students with the disorder from being identified, and ultimately receiving appropriate intervention services. Although federal policies have indicated greater rec

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Kanter, Arlene S., Michelle L. Damiani, and Beth A. Ferri. "The Right to Inclusive Education Under International Law: Following Italy's Lead." Journal of International Special Needs Education 17, no. 1 (2014): 21–32. http://dx.doi.org/10.9782/2159-4341-17.1.21.

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Abstract It is estimated in the world today, that more than one billion people have a disability (World Health Organization, 2011). Many people with disabilities receive no education, and, of those who do, few receive an education on an equal basis with their non-disabled peers. In 2006, the United Nations adopted the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD seeks to achieve equality for people with disabilities in all areas of life, including education. Article 24 of the CRPD specifically calls upon States Parties to “ensure an inclusive education system at all l

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Hops, Emily, Kristen F. Linton, and Heidi Mercado. "Perceptions of Reproductive Rights among Young Adults with Disabilities." Californian Journal of Health Promotion 15, no. 1 (2017): 62–66. http://dx.doi.org/10.32398/cjhp.v15i1.1890.

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Background: The perception that people with disabilities are asexual and lack reproductive rights has existed in the United States since the early 1900s. In the early 1900s in the U.S., approximately 42,000 institutionalized people with disabilities were lawfully sexually sterilized as a result of the Eugenics Movement. The state of California was responsible for one-third of all sterilizations during the Movement. Purpose: This study aimed to assess the perceptions of reproductive rights among young adults with disabilities. Methods: Purposive and snowball sampling was used. Twelve semi-struc

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Whitmer, Susan. "Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses." Open House International 34, no. 1 (2009): 75–81. http://dx.doi.org/10.1108/ohi-01-2009-b0009.

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Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study

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Pebdani, Roxanna N. "Factors Related to Early Termination From Work for Youth With Disabilities." Australian Journal of Rehabilitation Counselling 20, no. 2 (2014): 100–113. http://dx.doi.org/10.1017/jrc.2014.11.

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This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data

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Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.

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The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive

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Beaujean, A., Nicholas Benson, Ryan McGill, and Stefan Dombrowski. "A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities." Journal of Intelligence 6, no. 3 (2018): 36. http://dx.doi.org/10.3390/jintelligence6030036.

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The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an ev

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Grenawalt, Teresa Ann, Charles Edmund Degeneffe, and Rachel Friefeld Kesselmayer. "Perceived Career Impacts From Specialized Instruction in Cognitive Disabilities: A Phenomenological Study." Rehabilitation Research, Policy, and Education 34, no. 4 (2020): 235–49. http://dx.doi.org/10.1891/re-19-34.

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PurposeFocused instruction in cognitive disabilities addresses a need for training with populations growing in prevalence and public awareness in the United States. This is especially relevant in rehabilitation counseling given the poor employment outcomes found among persons with autism spectrum disorder, intellectual disability, specific learning disability, and acquired brain injury. This study focused on the perceived career impacts of participation in a Cognitive Disabilities Certificate (CDC) specialization program.MethodA total of 33 graduates of a CDC program were asked to reflect on t

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Grenawalt, Teresa Ann, Charles Edmund Degeneffe, and Rachel Friefeld Kesselmayer. "Perceived Career Impacts From Specialized Instruction in Cognitive Disabilities: A Phenomenological Study." Rehabilitation Research, Policy, and Education 34, no. 4 (2020): 235–49. http://dx.doi.org/10.1891/re-19-34.

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PurposeFocused instruction in cognitive disabilities addresses a need for training with populations growing in prevalence and public awareness in the United States. This is especially relevant in rehabilitation counseling given the poor employment outcomes found among persons with autism spectrum disorder, intellectual disability, specific learning disability, and acquired brain injury. This study focused on the perceived career impacts of participation in a Cognitive Disabilities Certificate (CDC) specialization program.MethodA total of 33 graduates of a CDC program were asked to reflect on t

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Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), liter

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Hart, Sara A., Kim Martinez, Patrick C. Kennedy, Colleen M. Ganley, and Jeanette Taylor. "The National Project on Achievement in Twins." Twin Research and Human Genetics 22, no. 6 (2019): 761–64. http://dx.doi.org/10.1017/thg.2019.86.

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AbstractThe National Project on Achievement in Twins (NatPAT) began in 2017 as part of the third funding cycle of the Florida Learning Disabilities Research Center, a program project grant funded by the Eunice Kennedy Shriver National Institute of Child Health and Development. NatPAT will have a nationally representative sample of elementary school-aged twins in the United States. The overall goal of the project is to uncover salient factors, including genetic and environmental influences, which contribute to the co-development of reading and math performance during the critical developmental

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Choi Jin Oh. "The effect of inclusion on the Social Outcomes of Students with Learning Disabilities: Focusing on the Examples of the United States." Korean Journal of Elementary Education 18, no. 1 (2007): 241–59. http://dx.doi.org/10.20972/kjee.18.1.200707.241.

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Rivera, Christopher J., Bethany McKissick, and Madison Adams. "edTPA: Assisting Rural Special Education Teacher Candidates to Incorporate Self-Regulation Skills in Planning and Instruction." Rural Special Education Quarterly 39, no. 3 (2020): 167–75. http://dx.doi.org/10.1177/8756870520932919.

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Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regula

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Goodman, Joshua. "The Wages of Sinistrality: Handedness, Brain Structure, and Human Capital Accumulation." Journal of Economic Perspectives 28, no. 4 (2014): 193–212. http://dx.doi.org/10.1257/jep.28.4.193.

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Left- and right-handed individuals have different neurological wiring, particularly with regard to language processing. Multiple datasets from the United States and the United Kingdom show that lefties exhibit significant human capital deficits relative to righties. Lefties score 0.1 standard deviations lower on cognitive skill measures, have more behavioral problems, have more learning disabilities such as dyslexia, complete less schooling, and work in occupations requiring less cognitive skill. Most strikingly, lefties have 10–12 percent lower annual earnings than righties, much of which can

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Prude, Susan B., Rhonda K. Pecoraro, Dari K. Calamia, and Eileen L. Creel. "Faculty attitudes towards nursing students with disabilities in the clinical setting." Journal of Nursing Education and Practice 11, no. 9 (2021): 52. http://dx.doi.org/10.5430/jnep.v11n9p52.

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Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed

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Gomez-Lanier, Lilia. "The Role of Empathy in Experiential Learning: A Case Study of Empathy as an Interior Design Learning Tool." International Journal of Social Science Studies 6, no. 4 (2018): 20. http://dx.doi.org/10.11114/ijsss.v6i4.3054.

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Empathy definitions do not adequately reflect the realities of empathy in the context of interior design for the elderly or disabled. This mixed research methods study explored the role that empathy as a design learning tool may have on the design process and learning experiences of interior design students, whom ultimately will design spaces for the elderly and disabled. To explore the use of empathy as a learning tool prior to commencing a renovation design project for three disabled farmers and their families in the southeast area of the United States, interior design students participated

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Ruiz-Montero, Chiva-Bartoll, Salvador-García, and Martín-Moya. "Service-Learning with College Students toward Health-Care of Older Adults: A Systematic Review." International Journal of Environmental Research and Public Health 16, no. 22 (2019): 4497. http://dx.doi.org/10.3390/ijerph16224497.

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Service-Learning (SL) has become a teaching methodology that promotes social and personal skills while helping groups in need and at risk of social exclusion. This paper is a systematic review of the literature on SL experiences and research on college subjects in the area of health-care promotion in settings for older adults. After an exhaustive search, 43 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indi

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Ben-Hur, Meir, and Rafi Feuerstein. "Feuerstein’s New Program for the Facilitation of Cognitive Development in Young Children." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 224–37. http://dx.doi.org/10.1891/1945-8959.10.3.224.

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The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The author

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Shifrer, Dara, and Rachel Fish. "A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children." Society and Mental Health 10, no. 2 (2019): 180–97. http://dx.doi.org/10.1177/2156869319847243.

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Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This study’s findings suggest the likelihood of designation is higher in schools with more resources (higher teacher-to-student ratio, student population wit

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Raben, Kasandra, Justin Brogan, Mardis Dunham, and Susana Bloomdahl. "Response to Intervention (RTI) and Changes in Special Education Categorization." Exceptionality Education International 29, no. 2 (2020): 59–71. http://dx.doi.org/10.5206/eei.v29i2.9402.

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Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative span

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Erhardt, Rhoda, and Kary Gillenwaters. "The Hidden Resources of Occupational Therapy: A Conversation With Rhoda Erhardt, MS, OTR/L, FAOTA." Creative Nursing 24, no. 4 (2018): 236–42. http://dx.doi.org/10.1891/1078-4535.24.4.236.

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Kary Gillenwaters, MA, OTR/L, is currently a consultant and facilitator of the See Me as a Person and Re-Igniting the Spirit of Caring programs at Creative Health Care Management. Her career in health care spans rural and urban settings, and pediatric to geriatric clients and families. Rhoda Erhardt, MS, OTR/L, FAOTA, is an occupational therapy consultant in private practice. She has provided evaluation and consultation services to families, health agencies, educational systems, and corporations, and published and lectured extensively in the United States and overseas on hand skills, vision, e

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Sanina, S. P. "The problems of learning geography: overview of foreign studies." Современная зарубежная психология 8, no. 1 (2019): 17–27. http://dx.doi.org/10.17759/jmfp.2019080102.

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The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an int

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Catalano, Amy J., Bruce Torff, and Kevin S. Anderson. "Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts." International Journal of Information and Learning Technology 38, no. 2 (2021): 258–70. http://dx.doi.org/10.1108/ijilt-06-2020-0111.

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PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different gro

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-Xia, Feng, Yuzhen -Xu, and Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs." World Journal of Educational Research 7, no. 2 (2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.

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With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exp

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DiMartino, Nicholas A., and Susan M. Schultz. "Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?" Rural Special Education Quarterly 39, no. 3 (2020): 128–37. http://dx.doi.org/10.1177/8756870520921638.

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As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of stude

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Coviello, James, and David E. DeMatthews. "Failure is not final: principals’ perspectives on creating inclusive schools for students with disabilities." Journal of Educational Administration 59, no. 4 (2021): 514–31. http://dx.doi.org/10.1108/jea-08-2020-0170.

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PurposeThe purpose of this article is to describe and analyze how three principals attempting to establish effective inclusive schools for students with disabilities identified and learned from failure, with a specific focus on how failure was used to drive school improvement efforts.Design/methodology/approachThis qualitative study involved interviews and observations during one school year in an urban school district in the southwestern United States. Participants varied in their levels of experience and their perceptions about establishing inclusion in their schools. In addition, each schoo

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Kozleski, Elizabeth B., and Jeong Hoon Choi. "Leadership for Equity and Inclusivity in Schools: The Cultural Work of Inclusive Schools." Inclusion 6, no. 1 (2018): 33–44. http://dx.doi.org/10.1352/2326-6988-6.1.33.

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Abstract A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured b

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