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"Students with Learning Disabilities"
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College for students with learning disabilities : a school counselor's guide to fostering success
\"College for Students with Learning Disabilities is a guide for counselors working with high school students with learning disabilities who are planning on attending college. Divided into two distinct parts, the book first gives an overview of learning disabilities and related issues as they apply to the role of the high school counselor, written in a question/answer format. The second part is a comprehensive, step by step program for creating working groups for college-bound students with learning disabilities. This book advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way\" -- Provided by publisher.
Book
Review of the trends in the use of augmented reality technology for students with disabilities when learning physical education
One of the most advanced reality technologies for education in recent years is augmented reality (AR). To create a fun learning atmosphere and to aid student learning, several subjects have begun incorporating modern technology into their teaching and learning procedures. In addition to being extensively tested and developed for typical students, AR has also been used successfully to help kids with learning disabilities (SLD). This study is focused on students with learning difficulties, looking at the changes in the usage of augmented reality (AR) technology in education over the previous few years, particularly in the area of physical education. Physical Education (PE) is frequently identified as one of the disciplines that is challenging for kids with learning disabilities to follow. This study makes use of a detailed analysis of an AR application in connection to this subject over the preceding five years because AR has the significant potential to be applied in the field of physical education. The development of this technology in physical education, the kind of AR technology employed, and the kinds of learning disability groups that the technology can help are demonstrated in a clear and understandable manner. The researcher’s perspectives and the chance to advance this study will be helped by this.
Journal Article
Toward Authentic IEPs and Transition Plans
This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided.
Journal Article
People with intellectual disability experiencing university life : theoretical underpinnings, evidence and lived experience
\"This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education\"-- Provided by publisher.
Book
The Perception of Secondary School Teachers on the Availability of Counseling Services for Students With Learning Disabilities
The current research aimed to assess the status of counseling services offered to students with Learning Disabilities (SLDs) in Macca as perceived by their teachers. The research methodology employed was descriptive. The sample consisted of 330 teachers (174 males and 156 females) who work in the government schools in Macca during the 2021 academic year. The data was collected using a questionnaire that covered three areas: 1) Psychological counseling services (PCS) consisting of 12 items, 2) Social counseling services (SCS) consisting of 10 items, and 3) Educational counseling services (ECS) consisting of 9 items. The questionnaire was validated and its reliability was established.
The findings revealed that the counseling requirements of secondary school students with Learning Disabilities (SLDs) in Macca, as perceived by their teachers, had a moderate average mean of 2.83. Additionally, the educational counseling services dimension was the top priority with an average mean of 2.88 and a moderate level of consistency, followed by psychological counseling services with an average mean of 2.81 and a moderate level of consistency. Lastly, the social counseling services dimension had the lowest average mean of 2.80 and a moderate level of consistency.
The results also indicated that there were no statistically significant differences in the responses about the availability of counseling services for secondary school students with Specific Learning Disabilities (SLDs) in Macca based on gender, academic background, work environment, years of experience, or the overall survey instrument. The study suggested establishing clear guidelines for counselors to effectively deliver the necessary counseling services for SLDs.
Journal Article
An Efficient System Based on Experimental Laboratory in 3D Virtual Environment for Students with Learning Disabilities
Virtual reality applications can enhance the education and training of students with learning disabilities, along with their quality of life. Virtual worlds offer opportunities for creating a highly interactive, complex simulation. Modeling and scripting tools can be applied in these worlds. Providing functionalities for managing presentations, administration as well as assessment of coursework in an educational context, virtual learning environments support teaching and learning in schools. Learning disabilities such as “dyslexia, dyscalculia, attention issues (ADHD), and disability in retrieving information”, which students need to do physics experiments, are a major source of concern since they impair a person’s ability to learn. Traditional teaching methods do not appear to support the same thought in the situation of students with learning disabilities, who normally need a significant investment of time, money, and people for individual tutoring. Students with this problem have difficulty envisioning or visualizing what they are being taught, in addition to breaking down and processing the material. To address the above issues, this paper develops and evaluates a 3D virtual physics laboratory to improve cognitive skills in physics experiments for students with learning disabilities. The environment is created based on specially designed criteria for disabled students. The study proves the effectiveness of the 3D virtual environment in improving the cognitive skills in the physics of students with learning disabilities.
Journal Article
“Not a cookie cutter situation”: how neurodivergent students experience group work in their STEM courses
Background
Although group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students’ learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students’ experiences with group work in STEM courses. To address this knowledge gap, the current research investigated the experiences of 22 neurodivergent undergraduate students with group work in STEM courses at a range of institution types and in a variety of STEM disciplines. Participants shared experiences with in-class and out-of-class group work assignments for lecture and laboratory courses.
Results
Through inductive thematic coding of semi-structured interview transcripts, we identified seven themes impacting participants’ experiences. Three themes were individual level: personal characteristics that participants associated with their neurodivergence; strategies for academic success (with subthemes of organization/time management, adaptive communication, and self-advocacy); and beliefs on group work’s value. Four themes were group level/classroom level: group dynamics; role in group (including leadership roles); the competitive culture within STEM; and recommendations for instructors. Through a social-relational perspective on disability, we proposed a model showcasing how group and classroom factors serve as supports or barriers to neurodivergent students’ full participation in group work, as well as to their sense of belonging. Using the seven themes we articulated, we outlined a set of practices for designing group work assignments. In addition, we propose how pairing inclusive assignment design with instructor reflection and articulating anti-ableist values can support neurodivergent student belonging by disrupting discourses of normalcy in STEM.
Conclusions
As one of the first studies exploring the impact that group work in STEM courses has on neurodivergent undergraduates, this work may inform reimaginations of group work practices to better address the needs of neurodivergent STEM students and support a more inclusive culture in STEM classrooms. In addition, our conceptual model may serve as the basis for future research regarding interactions between individual-level and group-level factors associated with neurodivergent students’ learning through group work and other active learning practices.
Journal Article
Generative AI in Inclusive Classrooms: Enhancing Social Interactions, Personalised Learning, and Metacognitive Skills
In this study, the researcher conducted a systematic literature review to investigate the pioneering potential of generative artificial intelligence (GAI) tools and technologies to cater to diverse learning needs in inclusive classrooms. The research was based on social constructivist, human–machine learning collaborative learning, and metacognitive theories and was designed to address three major concerns: the social hindrances faced by students with diverse learning needs during collaborative tasks in inclusive classrooms, the inability of students with learning difficulties’ to participate equally when using GAI tools, and the potential implications of GAI tools for students struggling with metacognitive skill development. The investigation was based on a thematic analysis of 20 scholarly research articles drawn from Scopus, Web of Science, and Google Scholar following PRISMA. Commonalities in the data were identified using colour coding techniques. The results revealed that GAI tools improve communication skills by breaking down cultural and linguistic barriers, which gives neurodivergent learners equitable opportunities to participate in peer interactions. GAI tools can increase reflective thinking, encourage creative problem-solving, and aid in developing structured and planned groups within a stipulated time. GAI tools effectively reduce cognitive load, improve focus, facilitate goal-driven learning, and provide personalised assistance through adaptive scaffolding that addresses learners’ multimodal needs. These tools help in deskilling by providing scaffolding and fostering gradually increasing independence. Further research can be conducted to explore the long-term impact of GAI on students and open up new possibilities for addressing the limitations of current GAI technology in inclusive pedagogy.
Journal Article
Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit
This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.
Journal Article