scholarly journals The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

2015 ◽  
Vol 5 (2) ◽  
pp. 177-194
Author(s):  
Teja Lorger ◽  
Majda Schmidt ◽  
Karin Bakračevič Vukman
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Special Needs ◽  
Social Acceptance ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
The Social ◽  
Students With Ld

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community. 

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

Phonological Awareness Instruction for Middle School Students with Learning Disabilities

2003 ◽  
Vol 26 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Preetha Bhat ◽  
Cynthia C. Griffin ◽  
Paul T. Sindelar
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Phonological Awareness ◽  
Word Identification ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Phonological Awareness Instruction ◽  
Students With Ld ◽  
Group B

The purpose of this study was to determine if middle school students with learning disabilities (LD) identified as having phonological awareness deficits could improve their phonological awareness skills after instruction, and if these skills could impact word recognition skills. Forty middle school students with LD who were identified as having phonological awareness deficits were matched and split into two groups, A and B. Both groups received the same type of phonological awareness instruction. Results indicated that there was no group effect for the word identification subtest. However, there was main effect for occasion; for both groups, posttest scores were significantly higher than the midtest scores, and midtest scores were significantly higher than the pretest scores. With respect to the CTOPP scores, results showed an interaction effect. Followup t-tests indicated that for the midtest, Group A significantly outperformed Group B on the CTOPP, suggesting that the intervention had an effect on phonological awareness skills. Both groups also had significantly higher posttest scores compared to the pretest scores, implying that both groups improved their phonological awareness skills over time.

scholarly journals "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
David J. Connor ◽  
Wendy Cavendish ◽  
Armineh Hallaran ◽  
Louis Olander
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
After School ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Pedagogical Choices ◽  
Students With Ld ◽  
School Supports

Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate.

Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching

2000 ◽  
Vol 31 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Annemarie Sullivan Palincsar ◽  
Kathleen M. Collins ◽  
Nancy L. Marano ◽  
Shirley J. Magnusson
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
Learning Problems ◽  
Guided Inquiry ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Inclusion Classrooms ◽  
Inquiry Science Teaching ◽  
Social Profiles ◽  
Print Literacy

Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was conducted for the purpose of closely studying the engagement and learning of students who have learning disabilities as they participate in a particular approach to guided inquiry called Guided Inquiry supporting Multiple Literacies (GIsML). Questions guiding the research included (a) What are the opportunities and challenges that GIsML instruction presents students with special needs? (b) How do students with special needs respond to these opportunities and challenges? and (c) What hypotheses emerge from the data that will usefully guide subsequent research investigating the means of mediating students’ participation in GIsML for the purpose of enhancing their engagement and learning?The research was conducted using an array of ethnographic methods. The findings were summarized in a set of claims concerning the engagement and learning of these students. Finally, cases of individual students were constructed to illustrate these claims. The article concludes with the case of one fourth-grade student as he engaged in a program of study investigating why objects float and sink. The case revealed (a) the ways in which, in the context of guided inquiry, the student achieved a number of positive outcomes; (b) how his learning problems, principally with regard to print literacy, revealed themselves in his activity; and (c) how contextual features served to enhance and deter his engagement and learning, as well as the engagement and learning of others.

The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education

2004 ◽  
Vol 28 (1) ◽  
pp. 18-27 ◽  
Author(s):  
John West ◽  
Stephen Houghton ◽  
Myra Taylor ◽  
Phua Kia Ling
Keyword(s):  
Secondary School ◽  
Social Relationships ◽  
Emotional Needs ◽  
Structured Interviews ◽  
School Students ◽  
Students With Special Needs ◽  
Social And Emotional ◽  
School Settings ◽  
The Social ◽  
New Learning

Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilitiesacknowledgedby significant others. Two, the initial experience of students with vision impairments is such that they have to make majoradjustmentsto adjust to their new learning environment. Three, students with vision impairments state they benefit from receivingsupport and assistancefrom their peers. Four, students with vision impairments state they benefit from theassistanceof teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.

Sign in / Sign up

Export Citation Format

Share Document