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Sayeski, Kristin L.; Reno, Emily A.; Thoele, Jillian M. – Exceptionality, 2023
Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across…
Descriptors: Special Education, Response to Intervention, Identification, Learning Disabilities
Burke, Meghan; Tovar, Janeth; Rios, Kristina – Exceptionality, 2022
Advocacy is often an expectation for parents of children with disabilities. However, little is known about the process and products (i.e., outcomes) of parent advocacy experiences. Without understanding parent perceptions of their advocacy experiences, it is difficult to measure the effectiveness of parent advocacy. To this end, the purpose of…
Descriptors: Advocacy, Parent Role, Parent Attitudes, Experience
Alsalamah, Areej – Exceptionality, 2022
The implementation of prereferral models was being discussed in educational literature as early as 1979. Over the past decade, schools in the United States have begun to adopt prereferral models to meet multiple goals, such as reducing inappropriate referrals to special education, supporting students who face academic and behavioral challenges,…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities
Satsangi, Rajiv; Billman, Rachel H.; Raines, Alexandra R. – Exceptionality, 2021
Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design…
Descriptors: Video Technology, Multimedia Instruction, Mathematics Instruction, Modeling (Psychology)
Louick, Rebecca; Scanlon, David – Exceptionality, 2021
This study explored prior experiences that shaped literacy motivation beliefs among adolescents with learning disabilities (LD). Data included student and teacher interviews, teacher response scales, and classroom observations. Two cycles of analysis, using directed content and thematic approaches, resulted in findings that indicate two types of…
Descriptors: Adolescents, Learning Disabilities, Literacy, Reading Motivation
Kim, Woori; Kim, Jiyeon; Linan-Thompson, Sylvia – Exceptionality, 2021
This study investigated teachers' experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on…
Descriptors: Teacher Attitudes, Special Education Teachers, Students with Disabilities, At Risk Students
Cavendish, Wendy; Connor, David J.; Olander, Louis; Hallaran, Armineh – Exceptionality, 2020
High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learning Disabilities (LD) were conducted using a semi-structured interview protocol and a constant comparative approach was used in data coding. Qualitative…
Descriptors: High School Students, Students with Disabilities, Learning Disabilities, Student Attitudes
Mayes, Susan Dickerson; Waschbusch, Daniel A.; Calhoun, Susan L.; Mattison, Richard E. – Exceptionality, 2020
Little is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores = 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement = 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519…
Descriptors: Overachievement, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Autism
Ok, Min Wook; Bryant, Diane Pedrotty; Bryant, Brian R. – Exceptionality, 2020
Over the past decades, there has been a significant increase in the use of computers and mobile devices in schools as part of mathematics instruction for students with learning disabilities (LD). The purpose of this synthesis was to provide a systematic review of the research on the effects of computer-assisted instruction (CAI) for both computers…
Descriptors: Computer Assisted Instruction, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
Miller, Katie M.; Little, Mary E. – Exceptionality, 2018
The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…
Descriptors: Video Technology, Grade 3, Learning Disabilities, Achievement Tests
Wadlington, Charles; DeOrnellas, Kathy; Scott, Shannon R. – Exceptionality, 2017
This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders,…
Descriptors: National Surveys, Individualized Education Programs, Educational Legislation, Equal Education
Armstrong, Alayne; Gutica, Mirela – Exceptionality Education International, 2020
Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded,…
Descriptors: Foreign Countries, College Students, Learning Disabilities, Mathematics Skills
Sullivan, Amanda L.; Sadeh, Shanna – Exceptionality, 2016
For the past 30 years, the dropout rate for students with emotional disturbance has hovered around 50%, a rate substantially higher than the dropout rate for students with other disabilities and the general population. This systematic review evaluated the literature published between 1990 and 2013 on the effectiveness of dropout prevention and…
Descriptors: Dropout Prevention, Dropouts, Emotional Disturbances, Dropout Rate
Robinson, Daniel B.; Young, David – Exceptionality Education International, 2019
In this article, we report on a scoping review of empirical literature addressing the relationship between teachers' inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for…
Descriptors: Inclusion, Knowledge Level, Teaching Skills, Teacher Attitudes
Raben, Kasandra; Brogan, Justin; Dunham, Mardis; Bloomdahl, Susana Contreras – Exceptionality Education International, 2019
Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall…
Descriptors: Response to Intervention, Eligibility, Special Education, Referral