Pub Date : 2021-09-24DOI: 10.18666/ldmj-2021-v26-i2-10857
Manju Banerjee, Adam R. Lalor
The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.
{"title":"Critical Perspectives on Disability Documentation in Higher Education: Current Trends and Observations","authors":"Manju Banerjee, Adam R. Lalor","doi":"10.18666/ldmj-2021-v26-i2-10857","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v26-i2-10857","url":null,"abstract":"The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"23 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79104476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18666/ldmj-2021-v26-i2-11112
Jamie Axelrod, Adam H. Meyer, Julie Alexander, Enjie Hall, Kristie Orr
Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.
{"title":"Non-Burdensome Process: An Argument in Support of Reframing What Constitutes Necessary Disability Documentation","authors":"Jamie Axelrod, Adam H. Meyer, Julie Alexander, Enjie Hall, Kristie Orr","doi":"10.18666/ldmj-2021-v26-i2-11112","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v26-i2-11112","url":null,"abstract":"Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"48 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77599500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10380
D. Levin, S. D. L. Paz, Yewon Lee, Esther Nadal Escola
Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing. Subscribe to LDMJ
{"title":"Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments","authors":"D. Levin, S. D. L. Paz, Yewon Lee, Esther Nadal Escola","doi":"10.18666/LDMJ-2021-V26-I1-10380","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10380","url":null,"abstract":"Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"22 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77667675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10363
Joseph R. Boyle, Rachel Joyce
For students with learning disabilities (SWLD), note-taking during lectures and discussions is a cognitively demanding task. The multitasking elements of recording verbal information and the temporal nature of a verbal lecture make it difficult for SWLD to record notes effectively. Smartpens are new technology that can help students to become better note takers by storing verbal lecture information and syncing it up later when students amend their notes. This article provides an overview of the research on smartpens, including two smartpen strategies that improved the note taking of SWLD, and tips for teachers about how to use these strategies in the classroom. Subscribe to LDMJ
{"title":"Smartpens: Note-Taking Technology for Students with Learning Disabilities","authors":"Joseph R. Boyle, Rachel Joyce","doi":"10.18666/LDMJ-2021-V26-I1-10363","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10363","url":null,"abstract":"For students with learning disabilities (SWLD), note-taking during lectures and discussions is a cognitively demanding task. The multitasking elements of recording verbal information and the temporal nature of a verbal lecture make it difficult for SWLD to record notes effectively. Smartpens are new technology that can help students to become better note takers by storing verbal lecture information and syncing it up later when students amend their notes. This article provides an overview of the research on smartpens, including two smartpen strategies that improved the note taking of SWLD, and tips for teachers about how to use these strategies in the classroom. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81777592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10349
Rajiv Satsangi, Alexandra R. Raines, Kaitlynn Fraze
Many forms of assistive and instructional technology exist to support secondary students in mathematics education. Classroom technology provides particular benefits to students who frequently struggle learning academic content such as procedural and conceptual skills in algebra. One tool studied in mathematics to support the needs of students with or at-risk for a mathematics learning disability is virtual manipulatives. Research shows virtual manipulatives support cognition by providing visual representations of mathematical concepts and are an age appropriate technology solution for secondary students that promote autonomy inside and beyond the classroom setting. The aim of this article is to highlight research on virtual manipulatives for secondary students with a learning disability in mathematics and discuss techniques for teachers to incorporate these tools into their classrooms to support students. Subscribe to LDMJ
{"title":"Virtual Manipulatives for Teaching Algebra: A Research-to-Practice Guide for Secondary Students with a Learning Disability","authors":"Rajiv Satsangi, Alexandra R. Raines, Kaitlynn Fraze","doi":"10.18666/LDMJ-2021-V26-I1-10349","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10349","url":null,"abstract":"Many forms of assistive and instructional technology exist to support secondary students in mathematics education. Classroom technology provides particular benefits to students who frequently struggle learning academic content such as procedural and conceptual skills in algebra. One tool studied in mathematics to support the needs of students with or at-risk for a mathematics learning disability is virtual manipulatives. Research shows virtual manipulatives support cognition by providing visual representations of mathematical concepts and are an age appropriate technology solution for secondary students that promote autonomy inside and beyond the classroom setting. The aim of this article is to highlight research on virtual manipulatives for secondary students with a learning disability in mathematics and discuss techniques for teachers to incorporate these tools into their classrooms to support students. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91063491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10362
Elizabeth A. Swanson, Alexis N. Boucher
For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting. Subscribe to LDMJ
{"title":"Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT","authors":"Elizabeth A. Swanson, Alexis N. Boucher","doi":"10.18666/LDMJ-2021-V26-I1-10362","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10362","url":null,"abstract":"For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"47 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10372
J. B. Schumaker, Joseph B. Fisher
Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested. Subscribe to LDMJ
{"title":"Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time","authors":"J. B. Schumaker, Joseph B. Fisher","doi":"10.18666/LDMJ-2021-V26-I1-10372","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10372","url":null,"abstract":"Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"23 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82000576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18666/LDMJ-2021-V26-I1-10407
David Scanlon, Allison C. Nannemann, Diana Baker
Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement. Subscribe to LDMJ
{"title":"Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion","authors":"David Scanlon, Allison C. Nannemann, Diana Baker","doi":"10.18666/LDMJ-2021-V26-I1-10407","DOIUrl":"https://doi.org/10.18666/LDMJ-2021-V26-I1-10407","url":null,"abstract":"Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83735454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-30DOI: 10.18666/ldmj-2020-v25-i2-10310
Min Wang, Rebecca Louick
Discourse analysis was utilized to bring attention to interactional moves made by students with learning disabilities (LD) and/or emotional/behavioral disorders (EBD), and their teacher, that impacted students’ positioning and motivation for classroom participation. This study built on prior research on positioning (Davies & Harre, 1990) through interactive talk to understand how the teacher and his students positioned themselves and others, and how positioning interacted with the classroom dynamics that were displayed through (non)participation in and across communities of practice. Findings reveal that the teacher’s reflexive positioning as caring, considerate, skillful, and patient, as well as the interactive positioning of his students as community members who deserved patience and attention, promoted interactive talks and stimulated students’ motivation for engagement in classroom activities. The researchers, therefore, argue that teachers’ positive positioning can allow teachers to make informed pedagogical decisions to transform power dynamics and promote equitable educational opportunities for all, especially for those with LD and EBD. Subscribe to LDMJ
{"title":"Positioning and Motivation: A Discourse Analysis of Classroom Interactions between Teacher and Students with Disabilities","authors":"Min Wang, Rebecca Louick","doi":"10.18666/ldmj-2020-v25-i2-10310","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i2-10310","url":null,"abstract":"Discourse analysis was utilized to bring attention to interactional moves made by students with learning disabilities (LD) and/or emotional/behavioral disorders (EBD), and their teacher, that impacted students’ positioning and motivation for classroom participation. This study built on prior research on positioning (Davies & Harre, 1990) through interactive talk to understand how the teacher and his students positioned themselves and others, and how positioning interacted with the classroom dynamics that were displayed through (non)participation in and across communities of practice. Findings reveal that the teacher’s reflexive positioning as caring, considerate, skillful, and patient, as well as the interactive positioning of his students as community members who deserved patience and attention, promoted interactive talks and stimulated students’ motivation for engagement in classroom activities. The researchers, therefore, argue that teachers’ positive positioning can allow teachers to make informed pedagogical decisions to transform power dynamics and promote equitable educational opportunities for all, especially for those with LD and EBD. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"15 1 Pt 1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78467048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-30DOI: 10.18666/ldmj-2020-v25-i2-10312
Wendy Cavendish, D. Connor, Déborah Perez
This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students’ ( n = 44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles ( N = 6) based upon deductive coding of student interviews. Findings focus on the centering of students’ own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities. Subscribe to LDMJ
{"title":"Choice, Support, Opportunity: Profiles of Self-Determination in High School Students with Learning Disabilities","authors":"Wendy Cavendish, D. Connor, Déborah Perez","doi":"10.18666/ldmj-2020-v25-i2-10312","DOIUrl":"https://doi.org/10.18666/ldmj-2020-v25-i2-10312","url":null,"abstract":"This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students’ ( n = 44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles ( N = 6) based upon deductive coding of student interviews. Findings focus on the centering of students’ own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90188213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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