The Effects of Direct Instruction Flashcards with Oral Sentence Creation on the Spelling Accuracy of Three Middle School Students with Disabilities

2012 ◽  
Vol 1 (2) ◽  
pp. 294-305 ◽  
Author(s):  
Melaina Cole ◽  
◽  
T. F. McLaughlin ◽  
Rebecca Johnson ◽  
◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Direct Instruction ◽  
School Students

A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties

2016 ◽  
Vol 51 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Shawn M. Datchuk
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Direct Instruction ◽  
Small Groups ◽  
Single Case ◽  
Precision Teaching ◽  
School Students ◽  
Writing Difficulties ◽  
Sentence Construction

Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.

scholarly journals Bullying Among Middle School Students with Disabilities

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Breanna McNeal ◽  
Dorothy Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Critical Role ◽  
Self Report ◽  
Male Students ◽  
School Students ◽  
Bully Victimization ◽  
Willingness To Intervene ◽  
Caucasian Students

This investigation examined the association between bully victimization and willingness to intervene in bullying situations among students with and without disabilities. Through the use of self-report surveys, middle school students (n = 1005) participated in the study. The majority of students with disabilities reported having a Specific Learning Disability, and the sample included 49% male students and 44% Caucasian students. Results indicated that there was no significant effect for disability status on willingness to intervene; however, students who were bullied were more willing to intervene compared to youth with low rates of victimization. Students with disabilities who were victimized at high rates reported greater willingness to intervene in bullying situations compared to students with disabilities who reported lower rates of victimization and students without disabilities. These findings suggest that students with disabilities play a critical role in supporting other students who are being victimized by intervening to help them.

scholarly journals Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

2019 ◽  
Vol 35 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Emily C. Bouck ◽  
Leslie A. Mathews ◽  
Corey Peltier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Middle Grades ◽  
Virtual Manipulatives ◽  
School Students ◽  
Content Areas ◽  
Mathematical Content ◽  
Concrete Manipulatives ◽  
Instructional Needs

Manipulatives offer students with disabilities access and support in classrooms. However, it is important for educators to be aware that concrete manipulatives are not the only option. Teachers serving students identified with a disability in the middle grades may consider selecting virtual manipulatives as supplement, complement, or in lieu of concrete manipulatives. In this technology in action, the authors provide information for educators about using virtual manipulatives and how they can be used across different settings, instructional needs, and mathematical content areas for middle school students with disabilities.

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