No description available.

No description available.

No description available.

This study investigates the self-esteem of learning disabled students required to attend learning disabilities classes. Subjects were 35 7th- through 9th-grade, male and female learning disabled (LD) students. Nineteen of the subjects attended at least one resource LD class while the other 16 subjects attended mainstream classes. These groups were matched on intelligence quotients (Wechsler Intelligence Scale for Children-Revised) and reading comprehension standard scores (Peabody Individual Achievement Test) so that no significant differences between the groups, on these measures, existed. The Tennessee Self-Concept Scale (Fitts, 1965) was administered to all subjects, along with the closing question, "Does attendance in learning disabilities classes affect how much you like yourself?". The results indicated that age, sex, and LD class attendance, do not affect the self-esteem scores of junior high learning disabled students (ANOVA, p > .05). Thus, the hypothesis that LD class attendance affects the self-esteem of junior high school learning disabled students was negated. A majority of subjects also verbally support the notion that LD class attendance does not affect self-esteem. Further research is indicated with female learning disabled subjects because results were close to being significant.

The purpose of this experimental research study was to investigate the effects of using academic science-term vodcasts to provide vocabulary instruction, and more specifically, comprehension support in science to middle-school adolescents with and without LD. A total of 105 suburban middle school students, of which 17 presented with LD, were randomly assigned to one of two conditions, with direct instruction occurring over a one-week period. The two experimental conditions; the first which required students to use a traditional “dictionary approach” to learning and studying a list of prescribed science terms, and a second condition which required students to use a vodcast strategy to learn and study the same list of prescribed science terms. The vodcast strategy included the student viewing a researcher-constructed vodcast; a multimedia construction which employs the tenets of CTML, focusing on a prescribed grade-level vocabulary list, drawn from current curriculum, and evidence-based practice as presented in a mnemonic graphic organizer, for the recording of fundamental components of vocabulary acquisition; e.g. the term, it’s definition as delivered in the vodcast, its correct usage in a sentence, and an example of the prescribed term. The results indicated all students, with and without LD, performed better using the vodcast strategy, when compared with their peers, who used a dictionary-focused approach, with writing down the same components for term acquisition as the vodcast strategy. Anecdotal information in the form of a student satisfaction survey, completed with each class orally indicated an almost universal preference for the vodcast strategy over the more traditional approach to science-term vocabulary acquisition exercises. / Special Education

This study investigated the relevance of a Neo-Piagetian theory of cognitive development in examining the competence/performance discrepancy associated with children who have specific learning disabilities. According to Neo-Piagetian theory (Pascual-Leone, 1970), a cognitive device called the M-operator is responsible for the integration of schemes necessary to solve developmental tasks. The M-capacity available to children increases in an all or none fashion according to a linear scale which corresponds to the Piagetian substages of cognitive development. A moderator variable which is conceptualized as the cognitive style field-independence-dependence may determine whether a child demonstrates his modal M-capacity on a task which demands the application of maximum M-space. A matched pairs design was applied in order to compare the performance of 25 learning disabled and 25 normally achieving boys ages 8.5 to 10.0 years on measures of M-capacity, field-independence, and level of operative thinking. It was hypothesized that the learning disabled boys would demonstrate M-capacities comparable to the normally achieving boys, but would be more field dependent, thereby manifesting a discrepancy between their structural and functional M-capacities on Piagetian tasks. Comparisons of group differences on two criterion measures of M-capacity, two measures of field independence (the Children's Embedded Figures Test and WISC-R Block Design Subtest), and seven classical Piagetian tasks which included measures of conservation, seriation, and classification abilities, yielded the following results: 1. The learning disabled group obtained significantly lower M-space estimates than the normally achieving group; 2. The learning disabled group obtained significantly lower scores on the instruments used to assess level of field independence; 3. The learning disabled group failed more Piagetian tasks than the normally achieving group, therefore manifesting a delay in operative thinking. 4. The relationships between the two measures of M-space and the two measures of field-independence were markedly different for the two samples. The results indicated a lack of independence between M-capacity and a field dependent cognitive style in the LD group; no comparable relationship was found within the NA group. Further research applying Neo-Piagetian theory in order to investigate the inefficient processing strategies used by children with learning disabilities appears warranted. Testing interventions which restructure cognitive tasks by reducing memory load demands and/or allow LD children to develop and apply efficient task strategies is needed. / Ed. D.

In Virginia students with learning disabilities, as well as students in general education, are required to pass the Virginia Standards of Learning test in order to receive a diploma from high school. Currently there are 20 states that use exit exams with five more states anticipated to start by 2009 (Center on Education Policy, 2005). The purpose of this study was to identify the perceptions of Virginia Special Education Directors, Principals and Lead Teachers regarding the impact of the state graduation requirements on the educational experiences of and outcomes for students with learning disabilities. This study was adapted from a similar investigation conducted from Indiana and applied to survey Virginia administrators. Additionally, the study was used to identify the changes Virginia administrators perceive are needed in order to best support students in meeting those requirements. The target population of participants of this study consisted of three groups of educators: (a) Directors of Special Education; (b) Principals; and (c) Lead Teachers of Special Education in Virginia public high schools. A survey research design was employed for this study. The instrument included 70 Likert type items, with one demographic item. A total of 510 surveys were sent through email to administrators in the state of Virginia; 148 were returned with incorrect addresses. A response total of 104 emails were received: Directors of Special Education, 26.9%; Principals, 56.7%; and Lead Teachers, 16.3%. Data were analyzed using descriptive statistics. A descriptive summary of responses for respondents was developed using mean and frequency percentages. Inferential statistics was used to answer the research questions presented in this study. Analysis of Variance (ANOVA) was used to determine if there was a significant difference between the three groups regarding high stakes testing of students with learning disabilities. Significance (p less than or equal to .05) was not noted in any areas when comparing administrators perspectives of graduation requirements that impact educational experiences and outcomes of students, however the area of changes that administrators perceive are needed in order to best support students in meeting these requirements, significance (p less than or equal to .05) was noted. Findings indicate that administrators felt that as a result of the graduation requirement, it is important for special education students to be included in general education classes and exposed to the general education curriculum. They also agreed that special education and general education teachers need to be exposed to professional development to help students be successful in high stakes testing. Another finding from this study was administrators felt that including greater use of practice materials and instruction in test taking would also be needed to help students be successful. / Ph. D.

The purpose of this research was to explore how college students with learning disabilities perceived that their family environments and early educational experiences influenced their decisions in college. An additional goal of this study was to explore how these students understood their learning disability diagnosis and how that understanding affected their academic choices. Participants had documented learning disabilities and used support services during the time of their enrollment at the university. All were students in good standing and had attended the university for at least three years. A qualitative method using unstructured, personal interviews was used. Interviews were analyzed according to broad themes reflecting the research issues. The study is organized according to the chronology of events in the students' lives and reflects their experiences before they attended the university and during the time they were enrolled.The results of this study generally support research of college graduates with learning disabilities which indicates that early and continued personal support, accepting and understanding a learning disability, adequate academic preparation and personal characteristics of persistence, goal setting and extra effort are important components to academic success. This study's results also underscore the importance of transition planning that incorporates students' interests and skills when determining the best match for higher education settings. Implications for further research are included. / Ph. D.

The purposes of this study were to (a) identify training provided by North Carolina school systems for its Administrative Placement Committee/Specific Learning Disabilities (APC/SLD) eligibility committee members, and (b) assess the perceived training needs of APC/SLD eligibility committee members. The sample consisted of 77 special education program administrators, 58 teachers (special education and regular education), 56 pupil support personnel and 63 school administrators. Descriptive data were gathered using two questionnaires. The special education program administrator survey contained items regarding the composition and selection criteria of the APC/SLD eligibility committee and system-wide training provided. In addition, the survey made inquiry regarding problems and concerns that committee members have expressed regarding their understanding and implementation of SLD requirements and the efficiency or effectiveness of committee meetings. The eligibility committee survey included items regarding job title, SLD criteria/requirements, information crucial to eligibility decisions, structure of eligibility meetings, group dynamics, and training needed for effective decisions regarding eligibility and placement of students in programs for the learning disabled. The major conclusions drawn from this study were that (1) training is being conducted in the school systems regarding the regulations and procedures for determining a specific learning disability; (2) that there is a definite need for training to be conducted with the eligibility teams on all aspects of making effective eligibility decisions; and (3) there is little difference among the training needs of teachers, support personnel and administrators. / Ed. D.

Family systems counseling is a powerful and beneficial counseling technique that has been effective in treating families of children with learning disabilities. Family counseling has been effective in many settings, but has not been explored as a school counselor intervention. This research is a qualitative study exploring school counselors' experiences and perceptions while providing family counseling to families of children with learning disabilities. This counseling included a minimum of eight counseling sessions per family. The results of this study indicate that school counselors must begin to incorporate family counseling into their regular school counseling programs in order to most effectively help children. If family counseling becomes a standard practice for school counselors, counselor education programs will need to incorporate family counseling courses into their school counseling program curricula. School counselors may also obtain family counseling training through workshops, consultation and clinical supervision. Findings from this study suggest that school systems may need to implement the following changes: 1) provide flexibility in scheduling that allows counselors to meet with families during evenings, Saturdays, and summer months, 2) arrange for accessibility of counselors to families requesting family services, 3) provide availability of counselors as 12-month employees in order to maintain a consistent family counseling program, 4) reduce the counselor-to-pupil ratio by hiring more school counselors, 5) redefine the counselor's role and job description to include providing more counseling services, specifically family counseling, 6) increase opportunities for training and clinical supervision in family counseling, 7) provide appropriate facilities for family counseling in the schools and 8) provide training of family systems for school administrators and personnel. The results of this study show that counselors may need to engage in public relations activities so that children and families may be better informed of the variety of counseling services available, including family counseling. Since school counselors spend much of their time working with children with learning disabilities and family counseling is necessary to bring about lasting changes in children and families, school counselors must work with family systems. The results of this study indicate that family counseling needs to be incorporated in school counseling programs. / Ph. D.