Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities

2021 ◽  
Vol 36 (1) ◽  
pp. 12-25
Author(s):  
Shaqwana Freeman‐Green ◽  
Melissa K. Driver ◽  
Peishi Wang ◽  
Jessica Kamuru ◽  
Dia Jackson
Keyword(s):  
Learning Disabilities ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Instruction

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Gauri S. Joshi ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Core Content ◽  
General Education Classroom ◽  
Education Participation ◽  
Content Area Instruction

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

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.

scholarly journals Hermeneutic Phenomenological Interviewing: Going Beyond Semi-Structured Formats to Help Participants Revisit Experience

2018 ◽  
Author(s):  
Alexandra Lauterbach
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Hermeneutic Phenomenology ◽  
Phenomenological Research ◽  
Content Area ◽  
Think Aloud ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Hermeneutic Phenomenological ◽  
Stimulated Recall

Phenomenological research traditionally involves multiple focused interviews that rely on the participants’ memories and reflections to revisit experiences. There are many other interview formats that have the potential to support participants in this process by instead engaging with the phenomenon as it presents itself to their consciousness. In this paper, I present an example of how multiple interview formats, including think-aloud, stimulated recall, and semi-structured were used in a hermeneutic phenomenology study exploring expert teachers’ perceptions of teaching literacy within their content area to secondary students with learning disabilities. I provide example protocols in which I used multiple interview formats (i.e., think-aloud, stimulated recall, and semi-structured) to help participants engage with the phenomenon in ways that did not rely on memory and reflection alone. I describe how the data collected during different interview formats were analyzed using hermeneutic phenomenological methods. Finally, I highlight one participant’s findings, discussing how each interview contributed to the findings, and providing illustrative examples of how going beyond semi-structured formats helped this participant revisit experiences in ways that new meaning emerged and enhanced understanding of the phenomena.

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities

2019 ◽  
Vol 43 (4) ◽  
pp. 227-240
Author(s):  
Alexandra A. Lauterbach ◽  
Mary T. Brownell ◽  
Elizabeth A. Bettini
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Learning Difficulties ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Teachers ◽  
Hermeneutic Phenomenological ◽  
Students With Ld ◽  
Support Students ◽  
Research Based Practices

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

General Education Teacher Planning: What Can Students with Learning Disabilities Expect?

1995 ◽  
Vol 61 (4) ◽  
pp. 335-352 ◽  
Author(s):  
Jeanne Shay Schumm ◽  
Sharon Vaughn ◽  
Diane Haager ◽  
Judith McDowell ◽  
Liz Rothlein ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Process Model ◽  
Planning Process ◽  
General Education Teachers ◽  
Teacher Planning ◽  
Students With Learning Disabilities ◽  
General Education Teacher ◽  
Depth Study ◽  
Content Area Instruction

This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

Ensuring Content-Area Learning by Secondary Students with Learning Disabilities

2001 ◽  
Vol 16 (2) ◽  
pp. 96-108 ◽  
Author(s):  
Donald D. Deshler ◽  
Jean B. Schumaker ◽  
B. Keith Lenz ◽  
Janis A. Bulgren ◽  
Michael F. Hock ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Content Area ◽  
Students With Learning Disabilities

Ensuring Content-Area Learning by Secondary Students with Learning Disabilities

2009 ◽  
Vol 189 (1-2) ◽  
pp. 169-181 ◽  
Author(s):  
Donald D. Deshler ◽  
Jean B. Schumaker ◽  
B. Keith Lenz ◽  
Janis A. Bulgren ◽  
Michael F. Hock ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Content Area ◽  
Students With Learning Disabilities
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