Using Teacher-Guided Practice to Help Students with Learning Disabilities Acquire and Retain Social Studies Content

1997 ◽  
Vol 20 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Pamela Hudson
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Effective Teaching ◽  
Teacher Feedback ◽  
Instructional Sequence ◽  
Students With Learning Disabilities ◽  
Teaching Techniques ◽  
Guided Practice ◽  
New Material ◽  
Student Practice

This study investigated the application of effective teaching techniques and instructional sequence, previously found effective in skill instruction (e.g., Rosenshine, 1986a), to social studies lectures. Only the presentation of new material (lecture) and guided practice of the effective teaching instructional sequence was the focus. Techniques used in this phase of the instructional sequence included breaking the lecture into smaller units of information and following each unit of information with student practice and teacher feedback. The results suggest that when effective teaching techniques are used during the presentation (lecture) and guided-practice phase of instruction, students with learning disabilities perform significantly better on unit and maintenance class measures. These findings build on a study conducted by Hudson (1996), in which effective teaching techniques (i.e., student practice and teacher feedback) were successfully used at the prelesson phase of instruction.

A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students With Learning Disabilities

2012 ◽  
Vol 47 (2) ◽  
pp. 178-195 ◽  
Author(s):  
Elizabeth Swanson ◽  
Angela Hairrell ◽  
Shawn Kent ◽  
Stephen Ciullo ◽  
Jeanne A. Wanzek ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Students With Learning Disabilities

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

2020 ◽  
pp. 105345122094414
Author(s):  
Justin D. Garwood ◽  
Stephen Ciullo ◽  
Daniel R. Wissinger ◽  
John W. McKenna
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Civics Education ◽  
Education Services ◽  
Content Acquisition

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

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