Pub Date : 2014-01-01DOI: 10.18666/LDMJ-2014-V20-I2-5279
Priscila Caçola
The study of children with Developmental Coordination Disorder (DCD) has emerged as a vibrant line of inquiry over the last three decades. DCD is defined as a neurodevelopmental condition characterized by poor motor proficiency that interferes with a childs activities of daily living (sometimes also known as dyspraxia). Common symptoms include marked delays in achieving motor milestones and clumsiness, typically associated with poor balance, coordination, and especially handwriting skills. The condition occurs in 5% to 6% of American school-aged children, implying that most school classes have at least one affected child. The outcomes associated with DCD often extend beyond the motor domain to include secondary mental health, emotional, and behavioral issues, with reports on higher anxiety and depression, poor social communication, being bullied, lower global self-esteem, and less participation in typical childhood activities. Because of those consequences, early diagnosis, treatment, and educational support are important. The purpose of this review is to summarize the relevant evidence on the topic of DCD for professionals of the learning disabilities field, providing specific information on its assessment, classification, treatment, learning implications, and practical tips to assist school practitioners, educators, and administrators.
{"title":"Movement Difficulties Affect Children's Learning: An Overview of Developmental Coordination Disorder (DCD).","authors":"Priscila Caçola","doi":"10.18666/LDMJ-2014-V20-I2-5279","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I2-5279","url":null,"abstract":"The study of children with Developmental Coordination Disorder (DCD) has emerged as a vibrant line of inquiry over the last three decades. DCD is defined as a neurodevelopmental condition characterized by poor motor proficiency that interferes with a childs activities of daily living (sometimes also known as dyspraxia). Common symptoms include marked delays in achieving motor milestones and clumsiness, typically associated with poor balance, coordination, and especially handwriting skills. The condition occurs in 5% to 6% of American school-aged children, implying that most school classes have at least one affected child. The outcomes associated with DCD often extend beyond the motor domain to include secondary mental health, emotional, and behavioral issues, with reports on higher anxiety and depression, poor social communication, being bullied, lower global self-esteem, and less participation in typical childhood activities. Because of those consequences, early diagnosis, treatment, and educational support are important. The purpose of this review is to summarize the relevant evidence on the topic of DCD for professionals of the learning disabilities field, providing specific information on its assessment, classification, treatment, learning implications, and practical tips to assist school practitioners, educators, and administrators.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"26 1","pages":"98-106"},"PeriodicalIF":1.6,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72976529","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I2-4793
S. C. Russell, P. Maccini, Joseph Calvin Gagnon
{"title":"Introduction of This Special Issue on Mathematics and Learning Disabilities","authors":"S. C. Russell, P. Maccini, Joseph Calvin Gagnon","doi":"10.18666/LDMJ-2013-V19-I2-4793","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4793","url":null,"abstract":"","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"467 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78914100","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I1-4791
Elissa Wolfe Poel, J. Wood, N. Schmidt
Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore, it is important that teacher preparation programs in higher education establish required components for including AT in their programs of study. To explore one approach to meeting this need, an AT module was developed and implemented with pre-service teachers at a southwestern university during their student teaching semester. The goals of the study were to determine (a) prior knowledge of pre-service teachers in the area of assistive technology, (b) the effectiveness of an AT Module presented during one student teaching seminar session, and (c) the impact of the AT module on classroom practice after the seminar. Based on survey responses and in-class discussions, the impact of the information provided in the module was found to be positive. Pre-service teachers felt that they were better prepared and more confident as a result of knowledge gained about AT concepts, resources, and applications.
{"title":"Including Assistive Technology in Teacher Preparation: Exploring One Approach","authors":"Elissa Wolfe Poel, J. Wood, N. Schmidt","doi":"10.18666/LDMJ-2013-V19-I1-4791","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4791","url":null,"abstract":"Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore, it is important that teacher preparation programs in higher education establish required components for including AT in their programs of study. To explore one approach to meeting this need, an AT module was developed and implemented with pre-service teachers at a southwestern university during their student teaching semester. The goals of the study were to determine (a) prior knowledge of pre-service teachers in the area of assistive technology, (b) the effectiveness of an AT Module presented during one student teaching seminar session, and (c) the impact of the AT module on classroom practice after the seminar. Based on survey responses and in-class discussions, the impact of the information provided in the module was found to be positive. Pre-service teachers felt that they were better prepared and more confident as a result of knowledge gained about AT concepts, resources, and applications.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"86 1","pages":"29-37"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79712463","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I2-4796
B. Bottge, Sun-Joo Cho
This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving.
{"title":"Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards.","authors":"B. Bottge, Sun-Joo Cho","doi":"10.18666/LDMJ-2013-V19-I2-4796","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4796","url":null,"abstract":"This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"334 1","pages":"73-83"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76393722","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I1-4792
Maryhelen D Macinnes, C. Broman
It is well established that children and adolescents with learning disabilities are more likely to experience depressed mood than are their peers. Many scholars explain this relationship as resulting from low self-esteem, stress, or social isolation. However, little work has explored whether this relationship continues to exist into young adulthood. Using longitudinal data from national data, this study finds that young adults with physical and learning disabilities have higher levels of depression than do young adults who are not disabled. In almost every case, this relationship persists no matter the levels of self-esteem, self-perception and stress experienced by young adults with disabilities. Language: en
{"title":"Learning disability and depression in young adulthood","authors":"Maryhelen D Macinnes, C. Broman","doi":"10.18666/LDMJ-2013-V19-I1-4792","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4792","url":null,"abstract":"It is well established that children and adolescents with learning disabilities are more likely to experience depressed mood than are their peers. Many scholars explain this relationship as resulting from low self-esteem, stress, or social isolation. However, little work has explored whether this relationship continues to exist into young adulthood. Using longitudinal data from national data, this study finds that young adults with physical and learning disabilities have higher levels of depression than do young adults who are not disabled. In almost every case, this relationship persists no matter the levels of self-esteem, self-perception and stress experienced by young adults with disabilities. Language: en","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"418 1","pages":"38-46"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84906309","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I2-4795
Tricia K. Strickland, P. Maccini
The current study focuses on the effects of incorporating multiple visual representations on students conceptual understanding of quadratic expressions embedded within area word problems and students procedural fluency of transforming quadratic expressions in standard form to factored-form and vice versa. The intervention included the concrete-representation-abstract integration (CRA I) strategy and the use of a graphic organizer called the Box Method to support student performance when transitioning to using abstract notation only. A multiple-probe design across two groups that included five participants was utilized. The participants were five high school students identified as having mathematics difficulties, including three students with an identified learning disability. Results indicated that participants significantly improved their algebraic accuracy and maintained their skills over time. Further, participants reported the intervention was worth their time and they would recommend it to others.
{"title":"Exploration of Quadratic Expressions through Multiple Representations for Students with Mathematics Difficulties","authors":"Tricia K. Strickland, P. Maccini","doi":"10.18666/LDMJ-2013-V19-I2-4795","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4795","url":null,"abstract":"The current study focuses on the effects of incorporating multiple visual representations on students conceptual understanding of quadratic expressions embedded within area word problems and students procedural fluency of transforming quadratic expressions in standard form to factored-form and vice versa. The intervention included the concrete-representation-abstract integration (CRA I) strategy and the use of a graphic organizer called the Box Method to support student performance when transitioning to using abstract notation only. A multiple-probe design across two groups that included five participants was utilized. The participants were five high school students identified as having mathematics difficulties, including three students with an identified learning disability. Results indicated that participants significantly improved their algebraic accuracy and maintained their skills over time. Further, participants reported the intervention was worth their time and they would recommend it to others.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"19 1","pages":"61-71"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74515592","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I2-4797
J. Woodward
This article reviews recent research in math problem solving for students with learning disabilities. Two recently published syntheses of research on mathematics by the Institute of Education Sciences (IES) are used as frameworks for interpreting this body of work. A significant amount of the work in special education over the last decade is consonant with the IES syntheses. At the same time, there are concerns regarding the role of explicitness in teaching problem solving as well as the relative lack of attention to discourse that should be considered as the field moves forward in this area of mathematics.
{"title":"One More Time: The Need for More Mathematical Problem Solving and What the Research Says About It","authors":"J. Woodward","doi":"10.18666/LDMJ-2013-V19-I2-4797","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4797","url":null,"abstract":"This article reviews recent research in math problem solving for students with learning disabilities. Two recently published syntheses of research on mathematics by the Institute of Education Sciences (IES) are used as frameworks for interpreting this body of work. A significant amount of the work in special education over the last decade is consonant with the IES syntheses. At the same time, there are concerns regarding the role of explicitness in teaching problem solving as well as the relative lack of attention to discourse that should be considered as the field moves forward in this area of mathematics.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"9 1","pages":"85-93"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77501729","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I1-4789
Casey Hord, Y. Xin
The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis, transfer, or algebra readiness; and conceptual model based instruction. Interventions designed to help students store, organize, and think critically about mathematical information may address the needs of many struggling students while working with word problems.
{"title":"Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010.","authors":"Casey Hord, Y. Xin","doi":"10.18666/LDMJ-2013-V19-I1-4789","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4789","url":null,"abstract":"The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis, transfer, or algebra readiness; and conceptual model based instruction. Interventions designed to help students store, organize, and think critically about mathematical information may address the needs of many struggling students while working with word problems.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"22 1","pages":"3-17"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78127270","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 : 2013-01-01DOI: 10.18666/LDMJ-2013-V19-I1-4790
L. Fox
In 1970, this first program supporting college students with language-based learning disabilities was a radical pioneer. While an exemplar for 40 years, there are fresh challenges today in the form of competition for diminished numbers of 18 year olds. To better understand what helps and what matters to students, research needs to go beyond most researchers ways of knowing, listening to their voices and direct livedexperience. It is the first formal analysis of students natural narrative responses to the question of this leading programs success factors. Context is provided via program history and discussion of trends in academic success prediction research for the population. This longitudinal mixed methods study analyzes 11 years of feedback. Results yield six success themes that can help families choose a support program and be applied broadly to improve educational practice for individuals with learning disabilities, ADHD, and executive function weakness.
{"title":"Success Factors 40 Years Later: The Pioneer Postsecondary Program for Students with Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Executive Function","authors":"L. Fox","doi":"10.18666/LDMJ-2013-V19-I1-4790","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4790","url":null,"abstract":"In 1970, this first program supporting college students with language-based learning disabilities was a radical pioneer. While an exemplar for 40 years, there are fresh challenges today in the form of competition for diminished numbers of 18 year olds. To better understand what helps and what matters to students, research needs to go beyond most researchers ways of knowing, listening to their voices and direct livedexperience. It is the first formal analysis of students natural narrative responses to the question of this leading programs success factors. Context is provided via program history and discussion of trends in academic success prediction research for the population. This longitudinal mixed methods study analyzes 11 years of feedback. Results yield six success themes that can help families choose a support program and be applied broadly to improve educational practice for individuals with learning disabilities, ADHD, and executive function weakness.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"44 1","pages":"18-28"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88232742","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 : 2013-01-01DOI: 10.18666/ldmj-2013-v19-i1-4788
S. C. Russell
{"title":"Editor's Note and Introduction to This Issue","authors":"S. C. Russell","doi":"10.18666/ldmj-2013-v19-i1-4788","DOIUrl":"https://doi.org/10.18666/ldmj-2013-v19-i1-4788","url":null,"abstract":"","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"418 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77776452","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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