Pub Date : 2018-08-15DOI: 10.18666/LDMJ-2018-V23-I2-9035
L. Mason, Shuting Zheng
The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. Subscribe to LDMJ
{"title":"Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention","authors":"L. Mason, Shuting Zheng","doi":"10.18666/LDMJ-2018-V23-I2-9035","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I2-9035","url":null,"abstract":"The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"51 1","pages":"87-101"},"PeriodicalIF":1.6,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86676247","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 : 2018-08-15DOI: 10.18666/LDMJ-2018-V23-I2-9064
S. D. L. Paz, Cameron M. Butler
This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to increased motivation. We wished to study motivation outcomes for students with learning disabilities; however, due to the limited number of available studies, we included studies with low achieving writers or English learners. In addition, one study focused on participants identified as emotionally disturbed, and two studies included average and/or gifted writers. Most studies were conducted in the United States, although others were were done in Canada, Spain, the Netherlands, and China. Most studies included fifth and sixth graders, and the full range was from second through 12th grade. The majority of the writing interventions included some form of explicit instruction, often SRSD—and participants routinely improved their writing ability as a result of the specific instruction under investigation. Unfortunately, outcomes regarding students’ motivation were not as clear as their writing outcomes. We turn to Wigfield and Eccles’ (2000; 2001) expectancy-value theory as a promising lens both to understand the results in the literature review, and for teaching writing to students with learning disabilities and end with suggestions for researchers who study writing and struggling or heterogeneous learners. Subscribe to LDMJ
{"title":"Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners.","authors":"S. D. L. Paz, Cameron M. Butler","doi":"10.18666/LDMJ-2018-V23-I2-9064","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I2-9064","url":null,"abstract":"This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to increased motivation. We wished to study motivation outcomes for students with learning disabilities; however, due to the limited number of available studies, we included studies with low achieving writers or English learners. In addition, one study focused on participants identified as emotionally disturbed, and two studies included average and/or gifted writers. Most studies were conducted in the United States, although others were were done in Canada, Spain, the Netherlands, and China. Most studies included fifth and sixth graders, and the full range was from second through 12th grade. The majority of the writing interventions included some form of explicit instruction, often SRSD—and participants routinely improved their writing ability as a result of the specific instruction under investigation. Unfortunately, outcomes regarding students’ motivation were not as clear as their writing outcomes. We turn to Wigfield and Eccles’ (2000; 2001) expectancy-value theory as a promising lens both to understand the results in the literature review, and for teaching writing to students with learning disabilities and end with suggestions for researchers who study writing and struggling or heterogeneous learners. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"34 1","pages":"56-69"},"PeriodicalIF":1.6,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89487622","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 : 2018-02-07DOI: 10.18666/LDMJ-2018-V23-I1-8437
Erin K. Bone, Emily C. Bouck
Students with disabilities often struggle with grade-level mathematics without appropriate support and accommodations. This study compared the performance of middle school students with disabilities on computational-based mathematics assessments when they had access to calculators and when they did not. Using a single-case ABAB design, data were collected on the number of problems attempted, the number of problems (or parts of problems) correctly answered, and, when given access, the number of problems on which students used calculators. In general, students attempted most problems regardless of the availability of a calculator but earned more points when they had access to and used a calculator. Although students indicated positive perspectives in terms of calculator use, most students used a calculator on less than half of the intervention problems. Future research is needed to examine the reasons students choose not to use calculators as well as the specific types of problems they find the calculator most helpful. Subscribe to LDMJ
{"title":"Evaluating Calculators as Accommodations for Secondary Students with Disabilities.","authors":"Erin K. Bone, Emily C. Bouck","doi":"10.18666/LDMJ-2018-V23-I1-8437","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I1-8437","url":null,"abstract":"Students with disabilities often struggle with grade-level mathematics without appropriate support and accommodations. This study compared the performance of middle school students with disabilities on computational-based mathematics assessments when they had access to calculators and when they did not. Using a single-case ABAB design, data were collected on the number of problems attempted, the number of problems (or parts of problems) correctly answered, and, when given access, the number of problems on which students used calculators. In general, students attempted most problems regardless of the availability of a calculator but earned more points when they had access to and used a calculator. Although students indicated positive perspectives in terms of calculator use, most students used a calculator on less than half of the intervention problems. Future research is needed to examine the reasons students choose not to use calculators as well as the specific types of problems they find the calculator most helpful. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"19 1","pages":"35-49"},"PeriodicalIF":1.6,"publicationDate":"2018-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82609900","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 : 2018-02-07DOI: 10.18666/LDMJ-2018-V23-I1-8568
Nicole S. Fenty, Christine Uliassi
A majority of students recommended for special education services struggle with reading. It is therefore imperative that teachers are prepared to address the needs of these students. The purpose of this study was to examine special education teacher candidates’ beliefs, feelings of self-efficacy, and knowledge surrounding reading. Researchers surveyed teacher candidates across several pre-service special education preparation programs in a northeastern state. Findings suggest that teacher candidates believe they need additional training in reading. Implications for teacher education and future research are also provided. Subscribe to LDMJ
{"title":"Special Educator Teacher Candidate Preparation in Reading: A Statewide Examination","authors":"Nicole S. Fenty, Christine Uliassi","doi":"10.18666/LDMJ-2018-V23-I1-8568","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I1-8568","url":null,"abstract":"A majority of students recommended for special education services struggle with reading. It is therefore imperative that teachers are prepared to address the needs of these students. The purpose of this study was to examine special education teacher candidates’ beliefs, feelings of self-efficacy, and knowledge surrounding reading. Researchers surveyed teacher candidates across several pre-service special education preparation programs in a northeastern state. Findings suggest that teacher candidates believe they need additional training in reading. Implications for teacher education and future research are also provided. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"31 1","pages":"1-9"},"PeriodicalIF":1.6,"publicationDate":"2018-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81912522","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 : 2018-02-07DOI: 10.18666/LDMJ-2018-V23-I1-8420
D. Celinska
Overrepresentation of African American students in special education has been related to the unfavorable academic outcomes and achievement gap for these students. In a search for a comprehensive account of the roots of these perpetuating concerns, narrative skills are of importance because of their relation to reading achievement and school engagement. Research on narrative performance of African American students with learning disabilities is scarce and possibly preventive of in depth understanding of these students’ unique, often culture-based, language and academic strengths and needs. This study compares personal narratives of African American and European American students with learning disabilities using two approaches: one traditionally favored in schools and one in accord with narrative styles of some African American communities. The participants were 41 school-identified students with learning disabilities in 4-7 grades from 15 urban and suburban schools. The results indicate that two groups are equally capable of producing personal narratives using the majority of narrative patterns of both narrative approaches. The minimal differences between the groups may be attributed to the culture-based preferences well documented in students without disabilities. Implications of recognizing the unique narrative profile of African American students with learning disabilities are discussed. Subscribe to LDMJ
{"title":"Personal Narratives of African American Students with Learning Disabilities: Challenging \"Privileged\" Patterns?.","authors":"D. Celinska","doi":"10.18666/LDMJ-2018-V23-I1-8420","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I1-8420","url":null,"abstract":"Overrepresentation of African American students in special education has been related to the unfavorable academic outcomes and achievement gap for these students. In a search for a comprehensive account of the roots of these perpetuating concerns, narrative skills are of importance because of their relation to reading achievement and school engagement. Research on narrative performance of African American students with learning disabilities is scarce and possibly preventive of in depth understanding of these students’ unique, often culture-based, language and academic strengths and needs. This study compares personal narratives of African American and European American students with learning disabilities using two approaches: one traditionally favored in schools and one in accord with narrative styles of some African American communities. The participants were 41 school-identified students with learning disabilities in 4-7 grades from 15 urban and suburban schools. The results indicate that two groups are equally capable of producing personal narratives using the majority of narrative patterns of both narrative approaches. The minimal differences between the groups may be attributed to the culture-based preferences well documented in students without disabilities. Implications of recognizing the unique narrative profile of African American students with learning disabilities are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"28 1","pages":"24-34"},"PeriodicalIF":1.6,"publicationDate":"2018-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80809220","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 : 2017-08-14DOI: 10.18666/LDMJ-2017-V22-I2-8391
Pam Cook, Deborah R. Rodes, Kay L. Lipsitz
Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to “cover the expansion of Reading Recovery around the U.S.” (May, Sirinides, Gray, & Goldsworthy, 2016, p. 1). While one of the two goals of the study was to determine the long-term impact of Reading Recovery, this study, described by its authors as “highly successful” (p. 4), found a “not significant” long-term effect on students’ reading skills. Subsequent Reading Recovery publications have failed to mention this “not significant” effect. With the exception of year one of the study, there are no publicly available test score data for the students when they were in Grades 2 or 3. Further, it appears that the actual lowest achieving students (special education students, students retained in first grade, and others) were systematically excluded from Reading Recovery instruction. Overall, there is very limited evidence of Reading Recovery’s efficacy as an effective long-term reading intervention. We discuss the limitations of the Reading Recovery approach, how Reading Recovery can be improved, and strongly recommend that schools do not adopt this program unless it incorporates all components of evidence-based reading instruction. Subscribe to LDMJ
{"title":"The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know","authors":"Pam Cook, Deborah R. Rodes, Kay L. Lipsitz","doi":"10.18666/LDMJ-2017-V22-I2-8391","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8391","url":null,"abstract":"Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to “cover the expansion of Reading Recovery around the U.S.” (May, Sirinides, Gray, & Goldsworthy, 2016, p. 1). While one of the two goals of the study was to determine the long-term impact of Reading Recovery, this study, described by its authors as “highly successful” (p. 4), found a “not significant” long-term effect on students’ reading skills. Subsequent Reading Recovery publications have failed to mention this “not significant” effect. With the exception of year one of the study, there are no publicly available test score data for the students when they were in Grades 2 or 3. Further, it appears that the actual lowest achieving students (special education students, students retained in first grade, and others) were systematically excluded from Reading Recovery instruction. Overall, there is very limited evidence of Reading Recovery’s efficacy as an effective long-term reading intervention. We discuss the limitations of the Reading Recovery approach, how Reading Recovery can be improved, and strongly recommend that schools do not adopt this program unless it incorporates all components of evidence-based reading instruction. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"3 1","pages":"12-23"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87578148","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 : 2017-08-14DOI: 10.18666/LDMJ-2017-V22-I2-8274
Yan Wei, Allison R. Lombardi, Brandi Simonsen, Michael D. Coyne, Michael N. Faggella-Luby, Jennifer Freeman, Devin M. Kearns
A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education. Subscribe to LDMJ
{"title":"A Revised Embedded Planning Tool for Intensive Reading Instruction","authors":"Yan Wei, Allison R. Lombardi, Brandi Simonsen, Michael D. Coyne, Michael N. Faggella-Luby, Jennifer Freeman, Devin M. Kearns","doi":"10.18666/LDMJ-2017-V22-I2-8274","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8274","url":null,"abstract":"A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"14 1","pages":"50-63"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88009385","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 : 2017-08-14DOI: 10.18666/LDMJ-2017-V22-I2-8111
Joshua B. L. Tolbert, B. D. Lazarus, Kim Killu
Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed to support students with learning disabilities in academic content areas; prior research has suggested that such strategies contribute to successful completion of foreign language coursework for struggling learners. Accordingly, an initial study investigated the impact of an explicit, multisensory strategy called Guided Visual Vocabulary Practice (GVVP) in recalling English translations of concrete Spanish nouns. Progress of participants (n = 8) with GVVP was compared to performance with traditional flashcards in a single-subject, reversal design spanning a 10-week period. Student performance was assessed by tabulating the number of thematically grouped Spanish nouns correctly translated when presented orally from randomized lists. The findings indicated a moderate effect size (0.54) overall, but the largest impact with GVVP occurred among the three middle school participants included in the sample. An analysis of different aspects of the Spanish vocabulary words (cognates, number of syllables, initial letters) may have correlated with student performance is included, as are implications for future research and instructional practice. Subscribe to LDMJ
{"title":"Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns.","authors":"Joshua B. L. Tolbert, B. D. Lazarus, Kim Killu","doi":"10.18666/LDMJ-2017-V22-I2-8111","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8111","url":null,"abstract":"Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed to support students with learning disabilities in academic content areas; prior research has suggested that such strategies contribute to successful completion of foreign language coursework for struggling learners. Accordingly, an initial study investigated the impact of an explicit, multisensory strategy called Guided Visual Vocabulary Practice (GVVP) in recalling English translations of concrete Spanish nouns. Progress of participants (n = 8) with GVVP was compared to performance with traditional flashcards in a single-subject, reversal design spanning a 10-week period. Student performance was assessed by tabulating the number of thematically grouped Spanish nouns correctly translated when presented orally from randomized lists. The findings indicated a moderate effect size (0.54) overall, but the largest impact with GVVP occurred among the three middle school participants included in the sample. An analysis of different aspects of the Spanish vocabulary words (cognates, number of syllables, initial letters) may have correlated with student performance is included, as are implications for future research and instructional practice. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"89 1","pages":"24-37"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75711243","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 : 2017-08-14DOI: 10.18666/LDMJ-2017-V22-I2-8062
Carolyn L. Berenato, Lori Severino
Colleges and universities can have an impact on the entire field of education when preparing teachers for one of the most challenging part of the job: teaching literacy. When teachers are properly trained and have a toolbox of strategies and teaching techniques to use, they can have a tremendous impact on student learning. In teacher preparation courses, pre-service teachers have the opportunity to learn content and pedagogy while field experiences allow them to practice their newly learned skills. This study explores what instruction teachers need to have, in order to teach reading effectively, especially when teaching students who struggle with literacy. Coletti (2013) refers to these students as SEEDS students: Struggling readers and learners from all social groups, Economically disadvantaged youngsters, English language learners, Dyslexic students and Specific learning disabilities and language impairments. The purpose of this research was to explore one university’s students’ perspectives on an early literacy teacher preparation. Subscribe to LDMJ
{"title":"Early Literacy Teacher Preparation: One University's Perspective.","authors":"Carolyn L. Berenato, Lori Severino","doi":"10.18666/LDMJ-2017-V22-I2-8062","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8062","url":null,"abstract":"Colleges and universities can have an impact on the entire field of education when preparing teachers for one of the most challenging part of the job: teaching literacy. When teachers are properly trained and have a toolbox of strategies and teaching techniques to use, they can have a tremendous impact on student learning. In teacher preparation courses, pre-service teachers have the opportunity to learn content and pedagogy while field experiences allow them to practice their newly learned skills. This study explores what instruction teachers need to have, in order to teach reading effectively, especially when teaching students who struggle with literacy. Coletti (2013) refers to these students as SEEDS students: Struggling readers and learners from all social groups, Economically disadvantaged youngsters, English language learners, Dyslexic students and Specific learning disabilities and language impairments. The purpose of this research was to explore one university’s students’ perspectives on an early literacy teacher preparation. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":"38-49"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81731647","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 : 2017-08-14DOI: 10.18666/LDMJ-2017-V22-I2-8373
K. Koch, J. C. Thompson
This qualitative study examined teachers’ experiences with an arts integration curriculum. This study considered the teachers’ perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and inclusion classrooms with children with learning disabilities. This study provided insight into the value of arts integration. It validated the advantages of arts integration professional development and noted that even on smaller scales it can be beneficial for students and teachers. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the direct perspectives of teachers involved in an arts integrated lesson. This study was an attempt to provide the teachers’ voices. The major means of collecting data were pre- and post-course survey. This study offers strategies to enhance educational practices for educators, arts advocates, and parents. Subscribe to LDMJ
{"title":"Laughter Filled the Classroom: Outcomes of Professional Development in Arts Integration for Elementary Teachers in Inclusion Settings","authors":"K. Koch, J. C. Thompson","doi":"10.18666/LDMJ-2017-V22-I2-8373","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8373","url":null,"abstract":"This qualitative study examined teachers’ experiences with an arts integration curriculum. This study considered the teachers’ perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and inclusion classrooms with children with learning disabilities. This study provided insight into the value of arts integration. It validated the advantages of arts integration professional development and noted that even on smaller scales it can be beneficial for students and teachers. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the direct perspectives of teachers involved in an arts integrated lesson. This study was an attempt to provide the teachers’ voices. The major means of collecting data were pre- and post-course survey. This study offers strategies to enhance educational practices for educators, arts advocates, and parents. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"37 1","pages":"1-11"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90566547","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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