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1.
We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement. 相似文献
2.
Rollanda E. O'Connor Kathleen M. Bocian Kristen D. Beach Victoria Sanchez Lindsay J. Flynn 《Learning disabilities research & practice》2013,28(3):98-112
This 4‐year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1–4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment. Across schools, 38–60 percent of students were English language learners (ELL). Key outcomes by Grade 4 for students with LD who had participated in a model of RtI were relatively greater reading impairment with effect sizes ranging from 0.64 to 0.82, and more equitable representation across ELL and native English speakers than in the cohort prior to RtI implementation. Notably, one‐third of the students identified for special services as LD in these schools were not identified until 4th grade. 相似文献
3.
Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non-disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD. 相似文献
4.
J W Chapman 《Journal of learning disabilities》1992,25(6):362-370
Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future. 相似文献
5.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
6.
James McLeskey David Hoppey Pamela Williamson Tarcha Rentz 《Learning disabilities research & practice》2004,19(2):109-115
The inclusion of students with learning disabilities (LD) remains one of the more controversial issues in special education. Although research evidence seems to reveal that students with LD should spend most of the school day in the general education classroom, little data are available regarding the extent to which states are moving toward educating these students in less restrictive settings. This investigation was conducted to examine national and state data related to changes that occurred during the 1990s in educating students with LD in less restrictive settings. The results revealed that little change occurred across the United States as a whole, and that only 15 states moved toward educating students with LD in less restrictive settings during this time. The findings of this investigation further revealed that much of the apparent movement toward educating students with LD in general education classrooms is largely an illusion, explained primarily by the increasing identification rate for students with LD. The implications of these findings for future research and practice are discussed. 相似文献
7.
Many contemporary learning disabilities (LD) experts advocate a multitiered service delivery system. Included in this formulation is the obligation to deliver for each struggling student increasingly sophisticated and intensive services before special education is considered. For students who evidence failed response to intervention, an evaluation, suggested by some to comprise minimal cognitive and extensive achievement testing, typically ensues and helps to determine special education eligibility. We argue that neuropsychological tools are essential at this point in the process. In contrast to minimal standardized testing, use of these tools permits school psychologists to perform their most important mission – to understand, predict, and control (improve) student behavior and development by identifying learning syndromes, rather than discrete academic deficits. This article argues for neuropsychological tests as a way for school psychologists to recognize patterns of learning problems reported in the peer‐reviewed literature, which in turn promotes effective planning and intervention. © 2008 Wiley Periodicals, Inc. 相似文献
8.
Peggy McCardle Joan Mele‐McCarthy Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78
Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings. 相似文献
9.
Profiles of Asian American students with LD at initial referral, assessment, and placement in special education 总被引：1，自引：0，他引：1
Alhough Asian American students are underrepresented in special education, recent studies have highlighted concerns about the cultural and linguistic appropriateness of the identification and placement process. This study examined the characteristics of Asian American elementary students with learning disabilities (LD) in a school district in the Southwest that was selected because it served the largest number of Asian American students with LD in the state. Due to the small numbers of students served, the sample included all Asian American students with LD in Grades K to 5 (N = 26). Variables of interest included students' demographic characteristics, factors associated with referral, assessment practices and student profiles, and instructional recommendations for special education services. The results suggest that the experiences of Asian American students with LD are similar to those of Mexican American students with LD reported in earlier studies. These findings also reflect the challenges faced by educators in providing appropriate educational services for language minority students. 相似文献
10.
Philippe Tremblay 《Journal of Research in Special Educational Needs》2013,13(4):251-258
We compared two instructional models (co‐teaching inclusion and solo‐taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting. 相似文献
11.
A follow-up study of recent special education graduates of learning disabilities programs 总被引：2，自引：0，他引：2
This study investigated the postschool vocational and community adjustment of recent special education graduates from a southwestern metropolitan school district. Sixty-four students with learning disabilities (LD) who had attended self-contained classes at 12 high schools were randomly selected. A questionnaire, administered either via the telephone or in person, was the source of data. Thirty-eight of the LD sample were in competitive employment. In general, the LD students received very few community services. For the most part, they received no agency support after graduation. Most of the LD subjects lived with parents or other relatives and most had a driver's license and car. Implications for postsecondary services and future research are discussed. 相似文献
12.
Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD. 相似文献
13.
Mary Beth Calhoon Sheri Berkeley David Scanlon 《Learning disabilities research & practice》2019,34(1):6-13
How schoolsfulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general education peers. Students with learning disabilities (LD) in particular are impacted by these reforms. The notion of their individually‐appropriate education has been slowly eroded as limitations in special education practices and the goals of education reform have been responded to. As special education intentions and practices advance, stakeholders have a responsibility to protect the FAPE of students with LD, to ensure meeting these students’ individualized learning needs. 相似文献
14.
The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room. 相似文献
15.
This article presents a selected review of research on the social functioning of students with learning disabilities (LD) and draws implications for the inclusion of students with LD in regular education classrooms. Four areas of social functioning are addressed: social skills, self-concept, friendships, and social networks. Research in these areas indicates that some, though not all, students with LD demonstrate problems in the social domain that may have consequences for their inclusion in regular classrooms. In light of the trend toward inclusion of students with LD, we argue that the social dimensions of placement decisions for these students should be considered. 相似文献
16.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
17.
Harald Valås 《Scandinavian Journal of Educational Research》2013,57(2):101-114
The present study, a continuation of Valås (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and first language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered. 相似文献
18.
Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning
disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification,
and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are
also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA).
While not mandatory, states that follow these recommendations will experience major changes in identification and treatment
of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent
consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about
these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential
that identification practices focus on assessments that are directly related to instruction, that any services for students
who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results
and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special
education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those
students at risk for LD.
Supported by grants from the National Institute of Child Health and Human Development, HD25802-13, “Center for the Study of
Learning and Attention Disorders” (JMF); and the Office of Special Education Programs: H326Y02002, National Center for Special
Education Accountability Monitoring (WAC); H324U010004, National Research Center for Learning Disabilities (DJR), and H324X010013,
Preventing Reading Difficulties: A Three-Tiered Intervention Model (SRC). The National Center for Learning Disabilities also
provided support for the development of this paper. The views expressed are those of the authors and should not be viewed
as necessarily representative of others associated with the centers listed or the funding agencies supporting these centers. 相似文献
19.
To examine current practices in the use of psychoeducational evaluations for service delivery, we surveyed 91 service providers to college students with learning disabilities. The three purposes of the survey were to determine (a) whether service delivery decisions are based on information from psychoeducational evaluations, (b) which sections of the psychoeducational report are most useful in making service delivery decisions, and (c) the respondents' satisfaction with the tests and measurements for service delivery. The findings supported the common belief that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported that all sections of the psychoeducational evaluation written report were useful, with the least useful section being test scores and the most useful being the summary of cognitive strengths and weaknesses. However, the section used most often for service delivery decisions was the professional's recommendations. 相似文献
20.
Harvey F. Clarizio 《Psychology in the schools》1992,29(1):28-35
This study examines the validity of teacher judgment as the primary or sole means for determining eligibility for special education services among pupils referred as learning disabled (LD). The rationale is predicated, in part, upon two premises: (a) the high referral-to-placement ratio; (b) the regular education teacher's provision of the most influential data in the eligibility determination process. Results indicate that reliance on the teacher's ability to judge whether or not a student is LD would nearly double the number of students identified as LD and result in far more errors (false positives) than would be acceptable. Any savings associated with reduced testing costs would be more than offset by the doubling of personnel costs associated with increased services. Given the national concern about overidentification of the LD, extreme dependence on the use of “teacher as test” is misguided. 相似文献