Students With Learning Disabilities Research Articles

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers’ interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series.

Transitioning to Success: The Link between E-CTE and College Preparation for Students with Learning Disabilities in the United States

In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning disabilities (SWLDs) make up a large portion of all students and are, therefore, a crucial population on which to focus educational and career progression efforts. One potential means of promoting persistence along the STEM pipeline—engineering specifically—is through engineering career and technical education (E-CTE) coursework in high school. Using a nationally representative dataset, we explore how E-CTE participation links to college preparation and transition activities for SWLDs, including math SAT performance, dual credit course participation, college application, and FAFSA completion. Under our more rigorous school fixed-effects models, we find that E-CTE participation is associated with beneficial results across each of our outcomes. The implications are discussed.

Experiences of Students with Learning Disabilities in Higher Education: A Scoping Review.

As the number of students with learning disabilities (SwLD) entering higher education (HE) increases, a need arises to improve the services provided to them by understanding their experiences. This scoping review explores the extent and type of evidence on the experiences of SwLD in HE. The review followed the six stages outlined by Arksey and O'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings. The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions. The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area.

Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities

This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides recommendations for effective inclusive pedagogy for instructors to consider. These recommendations are framed by the three main UDL guidelines of multiple means of engagement, representation, and of action and expression (CAST, 2011). By approaching teaching and assessment in this way, instructors may engage learners authentically, thus reducing the potential for disengagement and subsequent underachievement. This may also facilitate an equitable environment where students can participate in meaningful ways. Finally, instructors may have more time available in class to address student questions and provide support.

Fostering volunteerism among students with learning disabilities: The role of primary schools and challenges

The significance of the study lies in its focus on promoting volunteerism among Students with Learning Disabilities (SLD). The study aimed to provide recommendations that help overcome the challenges faced by primary school role in promoting volunteering among SLD. The study used a mixed-method approach. Personal interviews were conducted with 20 parents of SLD, and a questionnaire was administered to 98 teachers of Learning Disabilities in primary schools in Al-Ahsa Governorate, Saudi Arabia. The study results are that the teacher's role held the highest importance in fostering volunteering among SLD in primary school, followed by the school administration role, and subsequently, the school curriculum, according to parents' Perceptions. There are significant challenges facing the role of elementary schools in promoting volunteer work among SLD, with the most important of these being personal, organizational, and then academic challenges, according to teachers' perspectives. The study does not identify significant differences in these challenges based on the teachers' perspectives, considering gender and years of experience.

Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities

AbstractDemand for engineering‐interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E‐CTE) coursework. In this study, we address the following research questions: Do SWLDs take E‐CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E‐CTE coursetaking and science attitudes (self‐efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E‐CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E‐CTE in high school. However, SWLDs were expected to benefit more than the general population from E‐CTE participation with respect to higher levels of science self‐efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E‐CTE practices in academic courses.

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.

Supportive Environments Providing Social and Emotional Learning Explain Success in People with Learning Disabilities

Although students with learning disabilities (SwLD) are at greater risk (compared to typical learners) for dropping out of high school, not attending college, and unemployment, some SwLD lead successful lives (Aro et al., 2019; Mazzotti et al., 2021; Wagner et al., 2005). Little, however, is known as to what factors support this subset of SwLD in defying the odds and achieving success by graduating from college and leading satisfying lives. Alumni from Winston Preparatory School (Winston), a school exclusively for SwLD that has a strong track record for high school graduation and college attendance, were recruited for this study. Results from a previous study on Winston alumni indicated all attended college and most: graduated college, were employed, and had someone who socially supported them. The present study described in this paper built on these findings. Results indicated that when students felt supported by teachers and people at home, they were more likely to report high levels of three social and emotional learning skills which predicted several measures of student success. These results may offer possible explanations for why certain SwLD succeed but more research, possibly longitudinal, is needed to gain a more thorough understanding of the factors involved.

Immersive Technologies in Physical Education in Malaysia for Students with Learning Disabilities

Physical education (PE) is a compulsory subject in schools that is vital to ensure students stay healthy and fit. It is widely agreed that everyone should have access to education, regardless of physical limitations. However, there is an ongoing debate on how PE has been taught and used to benefit students with learning disabilities (SLD). SLDs may feel excluded from PE due to lack of support systems, low motivation, and unsuitable learning materials. This paper discusses the development of an app that applies immersive technologies to make PE accessible to SLDs. Virtual reality and augmented reality are immersive technologies in which the user can view virtual media to understand objects in the real world. With these technologies, students can freely control their learning progress and choose the content critical to them based on their circumstances, enabling instruction based on their ability. Optimal Motor Learning Theory and Cognitive Theory of Multimedia Learning (CTML) were used to develop the app. The first phase of this two-stage research process involved creating a VR app and getting feedback from the students who used it. Interviews of students who used the VR trainer and secondary data were used to inform the development of an AR book. The authors found that by combining suitable immersive technologies with motor learning theory and multimedia learning principles, appropriate learning material could be created that facilitates the PE learning process.

Impact of General and Special Education Teachers’ Knowledge on Their Practices of Self-Regulated Learning (SRL) in Secondary Schools in Riyadh, Kingdome of Saudi Arabia

Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses on the impact of teachers’ knowledge in their practices of SRL and identified the moderating effect of teachers’ gender on this impact. Using Pintirich’s model of SRL, the study designed the Teachers’ Knowledge of Self-Regulated Learning Scale, and it adopted Huh’s Teachers’ Practices Related to Developing Students’ SRL questionnaire to examine teachers’ knowledge and practices of SRL. The questionnaire was distributed online to over 318 Saudi teachers in secondary schools in Riyadh who were selected by using stratified sampling techniques. Teachers demonstrated high knowledge of SRL in all domains (cognition: M = 5.2, motivation: M = 5.38, behavior and emotions: M = 5.44) and medium SRL practices level in their classes (M = 3.5) with some reservation on their reaction and reflection, which were at the lowest average level. Furthermore, results revealed a direct and significant influence of teachers’ knowledge on the practice of self-regulated learning (SRL) (β = 0.183, t = 3.301, p = 0.000), and there was no moderate effect of teachers’ gender on the impact of teachers’ SRL knowledge on teachers’ SRL practices (β = −0.004, t = 0.064; p = 0.949). The results suggest the demand for more practical training programs for SLD teachers to increase their SRL application in practice.

Applying Artificial Intelligence Algorithm through Immersive Technology for Physical Education

Inclusive education is a fundamental human right. However, students with learning disabilities are sometimes excluded from physical education. Virtual Reality (VR) and Augmented Reality (AR) technology are the type of immersive learning that have provided better learning experiences. Personalized learning makes its way towards inclusion in the classroom due to its effectiveness in individualized learning materials by considering the students' different attributes. Thus, this study aims to redesign a personalized and immersive trainer application to facilitate the learning process for the students with learning disabilities (SLD) in physical education using an Artificial Intelligence (AI) algorithm and immersive technologies. This qualitative study assesses ten teachers and 30 students from a special needs school via observation and interviews to design a personalized, immersive physical education learning app. Experts’ views and secondary data are also used as supplementary material for the construction of the app. From the interviews and observations done with the students and teachers, it can be concluded that the SLD can learn visually with suitable guidance from the teacher and trainer. The end output of this study is the design of a Personalized Learning System (PLS) that hopefully can be beneficial for developer and educator that wanted to design a good PLS for SLD. Educators and developers can use the result to create a suitable customized app for students with disabilities in learning physical education.

Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners)

EFL Learning is considered an enriching and rewarding experience for most ‘normal’ learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness among teachers about the differences between learning Difficulties and Disabilities. Therefore, the present study aims to discuss ways to identify learners with Learning disabilities and provide multi-tiered support and Response to Intervention (RTI) to minimize their disability and boost their confidence. The study adopted a One-shot Case Study Research Design which is a subtype of experimental research design. The dependent group comprised seven students pursuing level one at the Department of English, Prince Sattam bin Abdulaziz University. The results revealed that the Learners had issues with word comprehension, vocabulary, fluency, and passage comprehension. Based on the interpretation of the results, it is concluded that considerably slowing the pace of instruction, providing multi-tiered support, constant review, and incorporating multisensory support would accelerate learning to a great extent.

Promoting persistence: Can computer science career and technical education courses support educational advancement for students with learning disabilities?

Information technology and computer science represent one area of science, technology, engineering, and mathematics (STEM) that have experienced significant growth in recent years. As such, federal policy has urged schools to embed new types of STEM courses into the curriculum. As one very prominent example, computer science (CS)-focused courses are a growing branch of career and technical education (CTE)—that is, CS-CTE. While previous research has examined coursetaking patterns and subsequent outcomes of CS-CTE courses for the general student population, little is known about how participation in these courses may benefit students with learning disabilities (SWLDs). From a pedagogical perspective, CS-CTE courses, and CTE courses in general, may be uniquely positioned to improve schooling outcomes for SWLDs. Using data from the nationally representative High School Longitudinal Study of 2009, we explored characteristics of CS-CTE participants, how CS-CTE may promote the development of key STEM attitudes (e.g., identity, self-efficacy, and utility), and how any relationships may differ by learning disability status. Using a double propensity score matching estimations, we found CS-CTE participation related to positive development of STEM identity and STEM self-efficacy for students without learning disabilities. For the SWLD population, CS-CTE participation was associated with growth in STEM self-efficacy and STEM utility. Policy implications discuss the gap in computer science employment between SWLDs and non-SWLDs, the prevalence of state-related computer science policies, and how to continue to promote STEM identity growth.

DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SKILLS AMONG STUDENTS WITH LEARNING DISABILITIES (SLD) IN MALAYSIA AND UKRAINE

This study aims to develop Information and Communication Technology (ICT)’s skills for Students with Learning Disabilities (SLD) in Malaysia and Ukraine. Methodology used in this study is based on the Universal Learning Design implementation which involved three phases: Preparation, Integration and Assessment. The Preparation and Integration Phases are the stages for designing ICT activities and practicing digital skills. While the Assessment Phase is the phase to determine the usability of ICT for SLD. The findings of the study show that the Preparation and Integration Phases study are the most effective types of activities for digital skills development. It is obtained from the opinion of the experts in ICT related to learning content ranging from simple to complex with a defuzzification value of 0.939. The results of the Assessment Phase show that SLD can develop their ICT’s skills by using videos related to real situations. It also provides SLD with activities that can build a communication network between them and public and private institutions. All these activities were provided to stimulate and motivate them to work hard to achieve the desired goals.

Parents Involvement in Implementation of Career Transition for Students with Learning Disabilities from a Teacher’s Perspective in Malaysia

Parents' involvement is one factor that contributes to implementing career transition for students with learning disabilities (SLD) in the Special Education Integration Program (SEIP). The involvement in educating children at school could also nurture their psychological growth, sharing learning experiences, supporting and respecting the teachers' effort. This research explored parents' involvement and the obstacles they face in implementing career transition for students with learning disabilities (SLD) in Special Education Integration Program (SEIP) from a teacher's perspective in Malaysia. This research uses a qualitative and case study design. Data collection is through interviews with vocational subject teachers at SEIP. Four teachers at three secondary schools in Johore and Malacca were chosen based on a purposeful sampling technique. The data were analyzed using the ATLAS.ti 8 software. Findings show that parents' involvement at suburban schools is better than in urban schools. Parent's involvement in career transition for SLD in SEIP is from the execution of the Individual Education Program (IEP), supports and encouragement, the contribution of ideas and needs, commercializing works from SLD, and seeking job opportunities after finishing their work school. Besides that, the parents face a few obstacles in implementing career transition for SLD, such as not being interested in the activities held by the school, being busy with work and transferring all the responsibilities of educating SLD to the teachers at SEIP. Hopefully, this research could open up our minds to the importance of parents' involvement in accomplishing the career transition for SLD at SEIP. Parents' involvement in the career transition is vital to prepare the SLD with various skills before entering the workplace.

Perceptions of Parents And Teachers on Students With Learning Disabilities (SLD) In Malaysia

This paper reports on a survey of perception parents and teachers on student with learning disabilities (SLD) in Malaysia. The participants for this study consisted of 336 parents of SLD and 248 teachers who teach SLD in Selangor. The results showed that parents and teachers agreed that students of SLD had still low self-esteem and they did not have accurate and enough information for their educational progress. The paper concludes that further program to assist the special education program in Malaysia is required to address these shortcomings, and that, the use of ICT may be the solution for the better treatment of SLD in Malaysia. Collaboration among parents, teachers, and the government is needed to develop this program to improve special education in Malaysia.

Activities and Issues of Career Transition Program for Students with Learning Disabilities (SLD): An Initial Review

Students with Learning Disabilities (SLD) have the equal rights to give services for improving their knowledge, skills, and attitudes for their future career. The aims of this study is to identify activities and issues of career transition program faced by students with learning disabilities in various situations. The method used in this study is qualitative by using conceptual approach as initial review several previous research. The study shows that several activities of career transition program have been conducted to prepare students with learning disabilities to working situation, such as (1) Psychometric exam; (2) Collaboration of stakeholders; (3) Program information; (4) Vocational education; and (5) Social relationships. Some issues have been highlighted related to career transition program, such as: (1) Career choices; (2) Experience; (3) Preference; (4) interest; and (5) Parent`s consideration. The conclusion of this study that it is needed the improvement in career transition program to provide opportunities to students with learning disabilities obtaining appropriate job. It is recommended to stake holders and policy maker to have a look the phenomena and issues related to career transition program. They should be more involved to find out the solution to carry out the quality life for students with learning disabilities.

Smartpens: Note-Taking Technology for Students with Learning Disabilities

For students with learning disabilities (SWLD), note-taking during lectures and discussions is a cognitively demanding task. The multitasking elements of recording verbal information and the temporal nature of a verbal lecture make it difficult for SWLD to record notes effectively. Smartpens are new technology that can help students to become better note takers by storing verbal lecture information and syncing it up later when students amend their notes. This article provides an overview of the research on smartpens, including two smartpen strategies that improved the note taking of SWLD, and tips for teachers about how to use these strategies in the classroom.

New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California

Including students with learning disabilities (SWLDs) in general education classrooms is a priority nationwide. Consequently, now more than ever before in our nation’s history, university teacher education programs face increased responsibility to ensure general education teaching candidates receive adequate preparation to educate SWLDs. Many stakeholders believe that edTPA—a performance assessment used as a credential requirement—can be an important tool in helping to fulfill this goal. Utilizing survey data from a large, research university, the authors investigated how perceptions of preparation programs, including edTPA, related to general education teacher candidates’ perceptions of their preparation for educating SWLDs. Candidates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations. Candidates who rated edTPA as beneficial for entering the teaching profession also believed that edTPA improved their abilities to educate SWLDs.

Academic accommodation strategies for pharmacy students with learning disabilities: What else can be done?

IntroductionColleges and schools of pharmacy in the US are faced with the challenge of providing appropriate academic accommodations for students with learning disabilities (SLD) including those with dyslexia, dyscalculia, or dysgraphia. Although there are no population statistics about SLD in pharmacy schools, current data show that their number at higher education institutions across the US has increased. This commentary discusses how the rigorous pharmacy school curriculum affects SLD and proposes creative and innovative measures to overcome these obstacles. PerspectiveThe shift in the public perception about SLD from a state of stigma to a manageable condition in recent years has greatly contributed to increase the number of SLD enrolled in higher education institutions. Although most colleges and universities can now offer some type of academic accommodation to SLD compared to few years ago, other academic accommodation recommendations to SLD remain challenging to implement, especially for SLD enrolled in pharmacy programs. ImplicationsSLD enrolled in pharmacy programs could benefit from a multifaceted approach involving the school's office of disability services, medical practitioners, behavioral and language specialists, as well as some sort of curricular changes in order to be academically successful and become practice ready upon graduation.