Log in

Relevant bibliographies by topics / Students with significant cognitive disabilities / Journal articles

To see the other types of publications on this topic, follow the link: Students with significant cognitive disabilities.

Journal articles on the topic 'Students with significant cognitive disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Students with significant cognitive disabilities.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Cooper-Duffy, Karena, Pamela Szedia, and Glenda Hyer. "Teaching Literacy to Students with Significant Cognitive Disabilities." TEACHING Exceptional Children 42, no. 3 (January 2010): 30–39. http://dx.doi.org/10.1177/004005991004200304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Anderson, Lori, and Brooke Nash. "Making Science Accessible to Students with Significant Cognitive Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (August 10, 2016): 17–33. http://dx.doi.org/10.14448/jsesd.06.00016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Andersen, Lori, and Brooke Nash. "Making Science Accessible to Students with Significant Cognitive Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (December 15, 2016): 17–38. http://dx.doi.org/10.14448/jsesd.09.0002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Goldstein, Jessica, and Peter Behuniak. "Assessing Students With Significant Cognitive Disabilities on Academic Content." Journal of Special Education 46, no. 2 (August 16, 2010): 117–27. http://dx.doi.org/10.1177/0022466910379156.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Anderson, Daniel, Dan Farley, and Gerald Tindal. "Test Design Considerations for Students With Significant Cognitive Disabilities." Journal of Special Education 49, no. 1 (June 25, 2013): 3–15. http://dx.doi.org/10.1177/0022466913491834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Deardorff, Malarie E., Joshua M. Pulos, Andrea L. Suk, Kendra L. Williams-Diehm, and Amber E. McConnell. "What Do Transition Assessments Look Like for Students With a Significant Cognitive Disability? A Multistate Survey of Educational Stakeholders." Inclusion 8, no. 1 (March 1, 2020): 74–85. http://dx.doi.org/10.1352/2326-6988-8.1.74.

Full text

Abstract:

Abstract Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful transition planning is facilitated by appropriate transition assessment to ensure students with significant cognitive disabilities make progress, meet annual transition goals, have individualized supports and services, and receive effective instruction. The purpose of this study was to investigate the nationwide transition assessment process for students with significant cognitive disabilities. Results indicated transition assessments are not fully assessing the needs of this population, thereby denying equal participation and access to inclusive environments.

APA, Harvard, Vancouver, ISO, and other styles

7

Johnson, David R., Martha L. Thurlow, Yi-Chen Wu, John M. LaVelle, and Ernest C. Davenport. "IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012." Career Development and Transition for Exceptional Individuals 43, no. 4 (August 28, 2020): 226–39. http://dx.doi.org/10.1177/2165143420952050.

Full text

Abstract:

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories— autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.

APA, Harvard, Vancouver, ISO, and other styles

8

Kleinert, Harold L., Diane M. Browder, and Elizabeth A. Towles-Reeves. "Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment." Review of Educational Research 79, no. 1 (March 2009): 301–26. http://dx.doi.org/10.3102/0034654308326160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Karvonen, Meagan, Shawnee Y. Wakeman, Claudia Flowers, and Diane M. Browder. "Measuring the Enacted Curriculum for Students With Significant Cognitive Disabilities." Assessment for Effective Intervention 33, no. 1 (October 2007): 29–38. http://dx.doi.org/10.1177/15345084070330010401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kleinert, Harold, Elizabeth Towles-Reeves, Rachel Quenemoen, Martha Thurlow, Lauren Fluegge, Laura Weseman, and Allison Kerbel. "Where Students With the Most Significant Cognitive Disabilities Are Taught." Exceptional Children 81, no. 3 (January 12, 2015): 312–28. http://dx.doi.org/10.1177/0014402914563697.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Quick, Nancy, Jackson Roush, Karen Erickson, and Martha Mundy. "A Hearing Screening Pilot Study With Students With Significant Cognitive Disabilities." Language, Speech, and Hearing Services in Schools 51, no. 2 (April 7, 2020): 494–503. http://dx.doi.org/10.1044/2019_lshss-19-00017.

Full text

Abstract:

Purpose Many children with severe intellectual and developmental disabilities are at a higher risk for hearing loss than their peers who are typically developing. Unfortunately, they do not consistently participate in routine school-based hearing screenings. The current study investigated the feasibility of increasing their participation using an otoacoustic emissions protocol and documented results relative to student educational profiles. Method A total of 43 students with significant cognitive disabilities enrolled at a public school exclusively serving this population participated in the study. All but 9, who were excluded because of known hearing loss, were screened by a licensed audiologist assisted by audiology doctoral students. The protocol included otoscopy, tympanometry, distortion product otoacoustic emissions (DPOAEs), and teacher surveys. Results DPOAE screening was attempted on 33 students without previously diagnosed hearing loss and successfully completed for 26 (78.8%). Two students (4.6%) with absent otoacoustic emissions and normal tympanograms were referred for further assessment due to concerns about possible sensorineural hearing loss in one or both ears, and 10 (23.3%) had abnormal tympanograms in one or both ears. Conclusions Considering the high risk of sensorineural hearing loss for children with significant disabilities, it is important for them to be included in school hearing screenings. The results of this study demonstrate the feasibility of using DPOAEs for school-based hearing screenings with this population with an interprofessional team of licensed audiologists, educators, and speech-language pathologists. The results further suggest that students with significant disabilities and hearing loss may be unidentified and underserved. Given the complex needs of this population, an interprofessional practice model for hearing screenings and intervention services is recommended.

APA, Harvard, Vancouver, ISO, and other styles

12

Malone, Kalley W., Julie A. Fodor, and Aleksandra Hollingshead. "Peer Tutoring to Support Inclusion of Students With the Most Significant Cognitive Disabilities at the Secondary Level." Inclusion 7, no. 1 (March 1, 2019): 1–11. http://dx.doi.org/10.1352/2326-6988-7.1.1.

Full text

Abstract:

Abstract Inclusion of students with the most significant cognitive disabilities is a complex topic in special education. This study, conducted in a typical junior high school setting, examined the use of peer tutors to support three students with the most significant cognitive disabilities in a general education teen living classroom. Using a single-subject ABA design, researchers examined if the use of peer tutors would result in increased engagement and participation of students with cognitive disabilities. Researchers measured student engagement as writing, orienting to the instruction, talking to peers about the activity, raising hand to speak, or reading instructional materials. During instruction, target students were prompted through a visual checklist to ask their peer tutors questions or for help when needed. Results showed an increase in engagement during the intervention, which was maintained when peers withdrew prompting. During the maintenance phase, the target students continued to ask peers for assistance and assist each other, thus explaining the maintenance of engagement rather than reversal to baseline levels. This initial study lends support for the use of peer tutors to encourage inclusion of secondary students with the most significant cognitive disabilities.

APA, Harvard, Vancouver, ISO, and other styles

13

Zebehazy, Kim T. "Functional Literacy for Students With Visual Impairments and Significant Cognitive Disabilities." Research and Practice for Persons with Severe Disabilities 39, no. 4 (December 2014): 259–73. http://dx.doi.org/10.1177/1540796914566712.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Timberlake, Maria T. "The Path to Academic Access for Students With Significant Cognitive Disabilities." Journal of Special Education 49, no. 4 (October 23, 2014): 199–208. http://dx.doi.org/10.1177/0022466914554296.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Saven, Jessica L., Daniel Anderson, Joseph F. T. Nese, Dan Farley, and Gerald Tindal. "Patterns of Statewide Test Participation for Students With Significant Cognitive Disabilities." Journal of Special Education 49, no. 4 (April 27, 2015): 209–20. http://dx.doi.org/10.1177/0022466915582213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Getzel, Elizabeth E., and Sharon deFur. "Transition Planning for Students with Significant Disabilities." Focus on Autism and Other Developmental Disabilities 12, no. 1 (February 1997): 39–48. http://dx.doi.org/10.1177/108835769701200105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Kleinert, Harold L. "Students With the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion." Research and Practice for Persons with Severe Disabilities 45, no. 1 (December 26, 2019): 34–38. http://dx.doi.org/10.1177/1540796919892740.

Full text

Abstract:

In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues.

APA, Harvard, Vancouver, ISO, and other styles

18

Karvonen, Meagan, and Amy K. Clark. "Students With the Most Significant Cognitive Disabilities Who Are Also English Learners." Research and Practice for Persons with Severe Disabilities 44, no. 2 (March 18, 2019): 71–86. http://dx.doi.org/10.1177/1540796919835169.

Full text

Abstract:

There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data sources include (a) teacher responses to a survey of student characteristics, including items about academic skills, expressive and receptive communication, and classroom setting; (b) accessibility supports used during assessment; (c) students’ alternate assessment results; and (d) student EL services. Results are described for students identified as ELs, likely-ELs, and non-ELs. Analyses identified small but statistically significant group differences in academic and expressive-communication complexity levels, mean receptive-communication scores, instructional setting, and overall performance differences for likely-ELs compared with their peers, indicating a need for further research on instructional and assessment approaches teachers take for addressing these students’ needs.

APA, Harvard, Vancouver, ISO, and other styles

19

Erickson, Karen A., and Lori A. Geist. "The profiles of students with significant cognitive disabilities and complex communication needs." Augmentative and Alternative Communication 32, no. 3 (July 2, 2016): 187–97. http://dx.doi.org/10.1080/07434618.2016.1213312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Cushing, Lisa S., Nitasha M. Clark, Erik W. Carter, and Craig H. Kennedy. "Access to the General Education Curriculum for Students with Significant Cognitive Disabilities." TEACHING Exceptional Children 38, no. 2 (November 2005): 6–13. http://dx.doi.org/10.1177/004005990503800201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Erickson, Karen, and Nancy Quick. "The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss." Journal of Deaf Studies and Deaf Education 22, no. 1 (September 6, 2016): 35–48. http://dx.doi.org/10.1093/deafed/enw052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Browder, Diane M., Fred Spooner, Lynn Ahlgrim-Delzell, Amber A. Harris, and Shawnee Wakemanxya. "A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities." Exceptional Children 74, no. 4 (July 2008): 407–32. http://dx.doi.org/10.1177/001440290807400401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Faragher, Rhonda. "Teaching Language Arts, Math, & Science to Students With Significant Cognitive Disabilities." Journal of Policy and Practice in Intellectual Disabilities 5, no. 1 (March 2008): 73–74. http://dx.doi.org/10.1111/j.1741-1130.2007.00150.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Tindal, Gerald, Paul Yovanoff, and Josh P. Geller. "Generalizability Theory Applied to Reading Assessments for Students With Significant Cognitive Disabilities." Journal of Special Education 44, no. 1 (August 26, 2008): 3–17. http://dx.doi.org/10.1177/0022466908323008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Roach, Andrew T., and Stephen N. Elliott. "The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students With Significant Cognitive Disabilities." Educational Evaluation and Policy Analysis 28, no. 2 (June 2006): 181–94. http://dx.doi.org/10.3102/01623737028002181.

Full text

Abstract:

The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N = 113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students’ individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students’ WAA performance. Students’ scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor—student performance. Student grade level, teacher reports of students’ curricular access, percentage of academic focused IEP goals, and time spent in general education settings were included as predictors of students’ performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials.

APA, Harvard, Vancouver, ISO, and other styles

26

Hudson, Melissa E., Christopher J. Rivera, and Maureen M. Grady. "Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?" Research and Practice for Persons with Severe Disabilities 43, no. 1 (January 28, 2018): 38–53. http://dx.doi.org/10.1177/1540796918756601.

Full text

Abstract:

In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review of the literature since Browder et al. yielded an additional 29 studies. When results from both reviews were compared, a greater percentage of studies taught skills from three strands (i.e., Number and Operations, Geometry, and Algebra), whereas the percentage teaching skills from the Measurement strand decreased and the percentage teaching skills from the Data Analysis and Probability strand was unchanged. In addition, a systematic evaluation of the studies’ instructional components found evidence to support the use of systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction as evidence-based practices for teaching mathematics to learners with significant cognitive disabilities. Implications for practice include the use of systematic instruction and in vivo procedures, the need for practitioners to have a deep understanding of mathematics, and the importance of relevancy when teaching a variety of mathematics skills.

APA, Harvard, Vancouver, ISO, and other styles

27

Muhich, Kimberly. "Book Review: Alternative Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide." Research and Practice for Persons with Severe Disabilities 36, no. 1-2 (March 2011): 85. http://dx.doi.org/10.2511/rpsd.36.1-2.85.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Zatta, Mary C., and Diana C. Pullin. "Education and Alternate Assessment for Students with Significant Cognitive Disabilities: Implications for Educators." education policy analysis archives 12 (April 10, 2004): 16. http://dx.doi.org/10.14507/epaa.v12n16.2004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Miller, Bridget. "Ensuring Meaningful Access to the Science Curriculum for Students with Significant Cognitive Disabilities." TEACHING Exceptional Children 44, no. 6 (July 2012): 16–25. http://dx.doi.org/10.1177/004005991204400602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Greer, Claire W., and Karen A. Erickson. "Teaching Students With Significant Cognitive Disabilities to Count: Routine for Achieving Early Counting." TEACHING Exceptional Children 51, no. 5 (April 8, 2019): 382–89. http://dx.doi.org/10.1177/0040059919836451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Tapasak, Renée C., and Christine S. Walther-Thomas. "Evaluation of a First-Year Inclusion Program." Remedial and Special Education 20, no. 4 (July 1999): 216–25. http://dx.doi.org/10.1177/074193259902000405.

Full text

Abstract:

This article summarizes the first-year evaluation of an inclusive education program at an urban elementary school. Sixty primary-level (Grades K-2) students and 50 intermediate-level students (Grades 3-5) were evaluated using individualized and teacher report measures. At the primary level, results showed significant increases in self-perceptions of cognitive competence for both students with disabilities and students without disabilities. Self-perceptions of physical competence were higher for the students with disabilities group. No significant differences were found in preferred playmates. At the intermediate level, students without disablities reported higher perceptions of their academic and social abilities than students with disabilities. Teacher ratings showed improved social skills for both primary and intermediate students with disabilities. Finally, report card ratings and teacher comments suggested different expectations for students with disabilities and their typical peers.

APA, Harvard, Vancouver, ISO, and other styles

32

Sittiprapaporn, Phakkharawat. "Electroencephalographic changes as neuroscience-based cognitive skill training program." Asian Journal of Medical Sciences 11, no. 1 (January 1, 2020): 63–68. http://dx.doi.org/10.3126/ajms.v11i1.26527.

Full text

Abstract:

Background: Brain is an organ that is easily affected by the physical changes.Abnormalities are known to occur with the brain in terms of memory, eyesight, intellect, and balance as the brain is an organ that is easily affected by the physical changes. Executive functions have been shown to be related to academicachievement and the ability to learn, as well as a range of a neurodevelopmental disorders. The failure of many traditional educational interventions for students with specific learning disabilities may be attributed to large deficits in executive functions, including working memory and inhibition. Aims and Objective: This study examined how BrainWare SAFARI, a computer-based training, aid students with specific learning disabilities in enhancing their executive functions and specific learning disabilities. Materials and Methods: The present experimental study examined the effectiveness of a specific 12-week neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, on the cognitive processing of elementary students with specific learning disabilities. Results:The results of this study showed that all students Participants were able to complete a sufficient number of sessions in BrainWare SAFARI experienced significant improvements in multiple areas of cognitive processing. The results showed that the attention level changed with statistically significant while the meditation level was not changed. Conclusion: Thus, this neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, could result in increased academic performance.

APA, Harvard, Vancouver, ISO, and other styles

33

Thompson, James R., Virginia L. Walker, Karrie A. Shogren, and Michael L. Wehmeyer. "Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 396–411. http://dx.doi.org/10.1352/1934-9556-56.6.396.

Full text

Abstract:

Abstract Progress in including students with the most significant cognitive disabilities in general education environments has been unquestionably slow during the past quarter century. Systematic approaches to identifying and arranging supports are needed to accelerate this outcome. In this article, we propose an approach to understanding students by their support needs in relation to curricular demands, instructional strategies, and participation requirements as a means to enhance the capacities of schools and general education classrooms to educate all students.

APA, Harvard, Vancouver, ISO, and other styles

34

Dymond, Stacy K., Adelle Renzaglia, Christie L. Gilson, and Michael T. Slagor. "Defining Access to the General Curriculum for High School Students with Significant Cognitive Disabilities." Research and Practice for Persons with Severe Disabilities 32, no. 1 (March 2007): 1–15. http://dx.doi.org/10.2511/rpsd.32.1.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Courtade, Ginevra R., Fred Spooner, and Diane M. Browder. "Review of Studies with Students with Significant Cognitive Disabilities Which Link to Science Standards." Research and Practice for Persons with Severe Disabilities 32, no. 1 (March 2007): 43–49. http://dx.doi.org/10.2511/rpsd.32.1.43.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lee, Angel, Diane M. Browder, Claudia Flowers, and Shawnee Wakeman. "Teacher Evaluation of Resources Designed for Adapting Mathematics for Students With Significant Cognitive Disabilities." Research and Practice for Persons with Severe Disabilities 41, no. 2 (April 7, 2016): 132–37. http://dx.doi.org/10.1177/1540796916634099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Greer, Claire W., and Karen A. Erickson. "A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities." Reading and Writing 31, no. 1 (October 9, 2017): 173–83. http://dx.doi.org/10.1007/s11145-017-9780-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Palmer, David S., Sharon A. Borthwick-Duffy, and Keith Widaman. "Parent Perceptions of Inclusive Practices for Their Children with Significant Cognitive Disabilities." Exceptional Children 64, no. 2 (January 1998): 271–82. http://dx.doi.org/10.1177/001440299806400209.

Full text

Abstract:

While there has been a recent trend toward inclusive educational placements for students with significant cognitive disabilities, little information exists regarding parent perceptions of such practices. This article reviews the construction and analysis of a scale designed to encourage research in this area. An examination of three dimensions of perceptions assessed by the scale found that parents were more positive regarding the impact of inclusion on mutual social benefits, acceptance, and treatment of their child and more apprehensive regarding the impact of inclusion on the quality of educational services their child receives. Discussion includes how these findings may offer insight into reasoning used by some parents when considering the benefits of more inclusive educational placements for their own children.

APA, Harvard, Vancouver, ISO, and other styles

39

Clayton, Jean, Michael Burdge, Anne Denham, Harold L. Kleinert, and Jacqui Kearns. "A Four-Step Process for Accessing the General Curriculum for Students with Significant Cognitive Disabilities." TEACHING Exceptional Children 38, no. 5 (May 2006): 20–27. http://dx.doi.org/10.1177/004005990603800503.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Wallace, Teri, Renáta Tichá, and Kathy Gustafson. "Technical Characteristics of General Outcome Measures (GOMs) in Reading for Students With Significant Cognitive Disabilities." Reading & Writing Quarterly 26, no. 4 (August 30, 2010): 333–60. http://dx.doi.org/10.1080/10573569.2010.500264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Zanandrea, Maria, and Terry Rizzo. "Attitudes of Undergraduate Physical Education Majors in Brazil toward Teaching Students with Disabilities." Perceptual and Motor Skills 86, no. 2 (April 1998): 699–706. http://dx.doi.org/10.2466/pms.1998.86.2.699.

Full text

Abstract:

This study assessed the relationship of attitudes of physical education majors in Brazil to specific disabling conditions, i.e., Emotional and Behavioral Disorders, Specific Learning Disabilities, Moderate Mental Retardation, and Orthopedic Impairment. This study also identified which selected teachers' attributes, i.e., age, sex, years of teaching, course work in adapted physical education, course work in special education, years teaching students with disabilities, quality of teaching experience, and perceived competence were related to favorable attitudes. Analysis showed no significant differences toward teaching students with these disabilities. Simultaneous multiple regression procedure also showed perceived competence was the only statistically significant predictor of attitudes toward teaching such students.

APA, Harvard, Vancouver, ISO, and other styles

42

Apache, R. R. Goyakla, and Terry Rizzo. "Evaluating Effectiveness of an Infusion Learning Model on Attitudes of Physical Education Majors." Perceptual and Motor Skills 101, no. 1 (August 2005): 177–86. http://dx.doi.org/10.2466/pms.101.1.177-186.

Full text

Abstract:

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

APA, Harvard, Vancouver, ISO, and other styles

43

Shogren, Karrie A., William Kennedy, Chantelle Dowsett, Mauricio Garnier Villarreal, and Todd D. Little. "Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2." Career Development and Transition for Exceptional Individuals 37, no. 3 (May 16, 2013): 168–76. http://dx.doi.org/10.1177/2165143413486927.

Full text

Abstract:

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment—directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

44

Shamionov, Rail M., Marina V. Grigorieva, Alexey V. Sozonnik, Elena S. Grinina, Natalia G. Silyutina, and Pavel A. Protasov. "Characteristics of academic adaptation and cognitive functions of students with disabilities." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 258–72. http://dx.doi.org/10.32744/pse.2020.5.18.

Full text

Abstract:

The correlation of the characteristics of academic adaptation and cognitive functions of students with disabilities will make it possible to develop the best strategies in implementing the principle of equal educational opportunities in higher educational institutions for all students. The purpose of this study is to analyze the relationship between the characteristics of academic adaptation and the cognitive functions of students with disabilities and without health restrictions. It is assumed that there is a specificity of cognitive functions and academic adaptation of students with HIA and without restrictions that contribute to academic adaptation and academic success. The study involved 419 students, including 32 (7.8%) students with disabilities. The following methods and techniques were used. The components of academic adaptation were measured using the academic adaptation scale (Shamionov R.M., Grigoriev M.V., Grinina E.S., Sozonnik A.V.). Methods included in the Practice-Moscow State University system were used to evaluate cognitive functions. To study the features of student thinking, the test "Complex analogies" was used, which allows you to identify verbal abilities (thinking by analogy). The assessment of the ability to concentrate and switch attention was carried out using the test "Red-black tables" (F.D. Gorbov). Assessment of students' logical thinking was performed using the Quantitative Relationships test. To evaluate the formal logical abilities and abilities for cognitive learning of students, the Standard Progressive Raven Matrices technique was used. Socio-demographic indicators were measured using the developed questionnaire. As a result of the study, the similarity of indicators of personal, emotional-evaluation, cognitive and motivational components of academic adaptation was established. The severity of psychophysiological (t=3.25; p<0.01) and communicative (t=2.05; p<0.05) components is lower in students with disabilities. Significant differences have been established in the main indicators of attention switching. Lower indicators of attention switching (t=2.82; p<0.02), low pace (t=2.39; p<0.03), accuracy (t=2.27; p<0.04) and productivity (t=2.63; p<0.02) were identified. The relationship between the characteristics of academic adaptation and cognitive functions is predominantly reduced not to the function itself, but to the general performance, time spent on solving certain problems. The higher success of studies at the university of those who have the ability to understand abstraction and complex logical (r=0.219; p<0.01) connections has been confirmed. Conclusions were drawn on the need to create conditions for the implementation of the principle of equal opportunities in the process of teaching students with disabilities in terms of individualizing the educational trajectory, creating conditions for improving communicative competence and mechanisms of psychophysiological self-regulation.

APA, Harvard, Vancouver, ISO, and other styles

45

Kingston, Neal M., Meagan Karvonen, James R. Thompson, Michael L. Wehmeyer, and Karrie A. Shogren. "Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments." Inclusion 5, no. 2 (June 1, 2017): 110–20. http://dx.doi.org/10.1352/2326-6988-5.2.110.

Full text

Abstract:

Abstract Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

APA, Harvard, Vancouver, ISO, and other styles

46

Saleem Khasawneh, Mohamad Ahmad. "Cognitive Flexibility of Students with Learning Disabilities in English Language and its Relationship to some Variables." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 49–56. http://dx.doi.org/10.34293/education.v9i3.4003.

Full text

Abstract:

This study aimed at exploring the level of cognitive flexibility of students with learning disabilities in the English language in Irbid Governorate and its relationship with the variables of gender and school grade. The study sample consisted of (380) male and female students in the elementary stage. The study used the descriptive approach and developed the cognitive flexibility scale as an instrument to collect data. The content validity and reliability of the instrument were ensured using the Cronbach Alpha and repetition methods. The results revealed statistically significant differences in the level of cognitive flexibility among those with learning disabilities due to the gender variable in favor of males and to the school grade variable in favor of the second primary grade.

APA, Harvard, Vancouver, ISO, and other styles

47

Roach, Andrew T., Stephen N. Elliott, and Sandra Berndt. "Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities." Journal of Disability Policy Studies 18, no. 3 (December 2007): 168–75. http://dx.doi.org/10.1177/10442073070180030501.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Jameson, J. Matt, John McDonnell, Shamby Polychronis, and Tim Riesen. "Embedded, Constant Time Delay Instruction by Peers Without Disabilities in General Education Classrooms." Intellectual and Developmental Disabilities 46, no. 5 (October 1, 2008): 346–63. http://dx.doi.org/10.1352/2008.46:346-363.

Full text

Abstract:

Abstract This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.

APA, Harvard, Vancouver, ISO, and other styles

49

Cardoso, Elizabeth da Silva, Alo Dutta, Chung-Yi Chiu, Ebonee T. Johnson, Madan Kundu, and Fong Chan. "Social-Cognitive Predictors of STEM Career Interests and Goal Persistence in College Students With Disabilities From Racial and Ethnic Minority Backgrounds." Rehabilitation Research, Policy, and Education 27, no. 4 (2013): 271–84. http://dx.doi.org/10.1891/2168-6653.27.4.271.

Full text

Abstract:

Objective: To examine the relations of science, technology, engineering, and mathematics’s (STEM) self-efficacy, outcome expectations, interests, and contextual supports and barriers to STEM educational goals in college students with disabilities from racial and ethnic minority backgroundsDesign: Quantitative descriptive research design using hierarchical regression analysis (HRA)Participants: 115 underrepresented minority students with disabilities receiving services from the National Science Foundation (NSF) funded Minority-Disability (MIND) Alliance in STEM project at Hunter College, City University of New York and Southern University at Baton Rouge for the years 2008−2011.Outcome Measures: The Social-Cognitive STEM measuresResults: The HRA results indicated that gender, advanced placement (AP) classes, father’s educational level, academic milestone self-efficacy, and STEM interest were significant predictors of goal persistence in African American and Hispanic college students with disabilities. The final model accounted for 57% of the variance in STEM persistence, which is considered a large effect size.Conclusion: The research findings provide good support for the use of the social cognitive career theory (SCCT) framework to identify predictors of STEM persistence and to design academic retention services and career development interventions for college students who are underrepresented minorities with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

50

O'Connor, John, and Ron French. "Paraprofessionals' Attitudes toward Inclusion of Students with Disabilities in Physical Education." Perceptual and Motor Skills 86, no. 1 (February 1998): 98. http://dx.doi.org/10.2466/pms.1998.86.1.98.

Full text

Abstract:

The Physical Educators' Perceptions of Inclusion Inventory was administered to 80 paraprofessionals in special education. A Mann-Whitney U analysis indicated a significant difference in scores on knowledge related to inclusion by years of experience working. There was a significant difference between knowledge scores for length of time working but none for scores on perception.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!