Approximately forty percent of youths’ waking hours are unrestricted and not committed to activities such as eating, sleeping or going to school. Many of this free time is spent without companionship or supervision from adults, which puts them at risk of spending their time out on the streets, where the risk of succumbing to peer pressure and becoming involved in inappropriate or illegal activities is increased. The absence of structured activities, stimulation and support can lead to youth becoming involved in rebellious and unwanted behaviour, partly due to their continuous search for adventure and excitement. Learners with Mentally Mild Learning Disabilities (MMLD) can be seen as youth at risk because of their academic and behavioural problems. Learning disabilities can increase the risk factors for delinquency and substance dependence. Previous research suggests that adventure-based experiential programmes (AEPs), which are highly structured, can thus be a very powerful intervention or prevention medium to empower youth at risk to overcome obstacles through the acquisition and practise of skills. The purpose of the study was firstly to determine what the personal functioning profile of MMLD youth looks like, which was done in order to gain insight into the different aspects of the personal functioning, which were focused on when developing the AEP. The study was secondly done to determine what the role of an AEP is on the personal functioning of learners with MMLD. Books, journals, dissertations, theses and internet sources were used to do a thorough literature review. The literature review was done in order for readers to understand the link between MMLD youth and an AEP. The literature review gave an introduction to the phenomenon of MMLD youth and also explained how an AEP could be beneficial towards them. A qualitative research design was used by the researcher in the form of an instrumental case study. Case studies make it possible for the researcher to use qualitative as well as quantitative constructs for data gathering purposes. Sampling of participants was done in two steps. A school for Learners with Special Education Needs (LSEN) (Die Wilge High School) was sampled through purposeful sampling by means of criterion-based sampling techniques. The second step was to sample fourteen male learners from Die Wilge High School through purposive sampling. The personal functioning was determined by using the Youth at Risk Assessment Scale (YAR3) Questionnaire 3. The researcher made use of semi-structured, one-on-one interviews and field notes in order to gather data. The field notes and transcribed interviews were analysed in order to obtain a clear picture of the content, which was then used to identify the codes. After the data was analysed four main themes, each with its own categories, were identified. The themes related to the personal functioning of the youth and consisted of interpersonal relationships, trust, self-worth and perseverance. The learners had positive feedback regarding their interpersonal relationships, trust, self-worth and perseverance before participation in the AEP. This was attributed to the Strengths-based Approach which the researcher followed in the development of the AEP. Despite this positive feedback, the learners still felt that there was an improvement after the AEP in all of the areas. Most of the learners attributed the improvement to learning more about each other, learning to work together and building friendships among each other. These new found friendships made it easier to trust each other and believe in themselves. The learners also realised that they experienced more positive feelings from persevering than when they quit. The results were used to discuss the objective of the study and to determine if the researcher met the objective. / MA (Recreational Science), North-West University, Potchefstroom Campus, 2015

La recherche en titre réalisée au Québec, avait pour but de valider si une approche utilisant le lieu réel pour l’apprentissage des concepts de géographie, permettait à des élèves du secondaire éprouvant des difficultés d’apprentissage, le développement de compétences. L’approche d’éducation traditionnelle autochtone (Cajete, 1994), la Red Pedagogy (Grande, 2004). la pédagogie du lieu Place Baseci, (Gnicnewaid, 2003) de même que l’écoformation de Cottereau (1997). ont constitué les fondements théoriques qui ont étayé la proposition de développement de situations d’apprentissage utilisant le milieu de vie des élèves. Ces approches, presque ignorées des systèmes d’éducation formelle, installent l’objet d’apprentissage dans son contexte réel et non dans une intellectualisation de l’objet. Quittant le paradigme industriel d’éducation et privilégiant une approche dite par le réel, nous présentons ce que la recherche a permis (le développer en installant dans les scénarios d’apprentissage des manières informelles d’accéder aux savoirs formels par un autre médium que l’écrit. Les situations proposées ont été conçues et expérimentées selon deux modèles s soit à partir du manuel scolaire, soit à partir d’un modèle inspiré des principes pédagogiques sélectionnés. Les conclusions de l’ensemble de la démarche ont permis d’évaluer les impacts tant sur les enseignants que sur les élèves ainsi que les retombées pour le milieu et permettent de dégager les caractéristiques essentielles retenues de même que des éléments transférables issus des résultats de la recherche.

Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The increase in violence in our society has a huge impact on learning in some schools. Learners become more and more disruptive and educators experience schools as an unsafe environment. This causes an impediment to learning and teaching. Even educators who have a wealth of experience find it difficult to control and discipline learners in a constructive and positive way. Because of their lack of knowledge and skills, many educators shift their responsibility to teach social skills to the parent whom they believe should actually be responsible for the discipline of their children. The realization that academic achievement and discipline goes hand in hand has compelled educationists and psychologists to address disciplinary problems. Educators are also aware that parents and the education department expect all learners to receive quality education. A definite need has, therefore, arisen to support educators to deal with the youth at risk, disruptive learners, those who are at risk of dropping out, and those who are being expelled or suspended. The purpose of this research is, therefore, to develop guidelines and strategies for educators to deal with disruptive behaviour in the classroom. Many strategies have been developed In the past to address disruptive behaviour. Despite implementing these strategies, disruptive behaviour is on the increase. The research revealed that the failure of these strategies can be attributed to their punitiveness and the emphasis that was placed on control and compliance. These strategies also have failed, because it did not teach the learners insight in their selfdefeating behaviour and how it impacts on themselves and others. The Life Space Crisis Intervention (LSCI) strategy was developed to support educators to teach these learners self-control' skills by teaching them to gain insight in their destructive behaviour. According to the LSCI model the behaviour of learners can be grouped according to the six central issues: • Displacement of Conflict • Lack of Social Skills • Peer Manipulation and Vulnerability to Peer Influence • Anti-social Behaviour without Guilt • Irrational Beliefs • Impulsivity with Guilt. The LSCI Model was structured in such a way to give educators a clear guideline how to support disruptive learners and youth at risk. Although educators were given a clear cognitive map to apply the LSCI strategy, research revealed that they were not very successful in teaching learners the necessary skills to apply self-control and to become resilient. To apply the LSCI model successfully, it is crucial for educators to acquire the appropriate skills to teach learners to gain insight in their self-defeating behaviour and to apply self-control. The assumption can be made that educators do not only need guidelines, but they also need the necessary skills to teach learners to apply self-control. They also need to know what specific strategies are needed to support a learner that exhibit a specific central issue. The researcher attempted to develop strategies and guidelines for educators to deal with the following central issues: • Peer Manipulation and Vulnerability to Influence • Impulsivity with guilt and • Anti-social behaviour without Guilt This research attempted to draw upon the vanous literature, and where necessary developed strategies to support educators by looking at what skills educators need to support disruptive learners and what strategies can be implemented to teach these learners insight in their self-defeating behaviour. / AFRIKAANSE OPSOMMING: Die toename in geweld in ons samelwing het 'n groot impak op leer in ons skole. Leerders raak al hoe meer ontwrigtend en opvoeders ervaar skole as onveilig. Selfs opvoeders wat jare ervaring het vind dit moeilik om leerders op 'n konstruktiewe en positiewe manier te beheer en te dissiplineer. Omdat hulle die kennis en vaardighede ontbreek, skuif baie opvoeders hul verantwoordelikheid om leerders sosiale vaardighede te onderrig na die ouers. Hulle glo dat ouers verantwoordelik is vir die dissiplinering van hul kinders en nie die skool nie. Omdat opvoeders en sielkundiges besef dat akademiese prestasie en dissipline hand aan hand gaan, het dit hulle genoop om dissiplinêre probleme wat ervaar word aan te spreek. Opvoeders is ook bewus van die feit dat ouers en die onderwys departement verwag dat alle leerders kwaliteit opvoeding en onderwys moet ontvang. 'n Behoefte het dus ontstaan om opvoeders te ondersteun in die hantering van risiko leerders, gedragsmoeilike leerders, diegene wat moontlik mag uitval op skool en diegene wat uitgeset of geskors word. Die doel van hierdie navorsing is dus om riglyne en strategieë vir opvoeders te ontwikkelom ontwrigtende gedrag in die klaskamer te hanteer. In die verlede is verskeie strategieë ontwikkelom ontwrigtende gedrag aan te spreek. Alhoewel hierdie strategieë geïmplementeer word, neem ontwrigtende gedrag in die klaskamer toe. Navorsing het bewys dat die mislukking van hierdie strategieë toegeskryf kan word aan die feit dat dit te ingestel was op straf, beheer en onderworpenheid. Die feit dat hierdie strategieë gefaal het, kan ook toegeskryf word aan die feit dat dit leerders nie insig in hul destruktiewe gedrag en watter invloed dit op hulself en ander het, geleer het nie. Die "Life Space Crisis Intervention" (LSCI) strategie was ontwikkelom opvoeders te help om leerders seltbeheersingsvaardighede aan te leer deur vir hulle insig te gee in hul destruktiewe gedrag. Volgens die LSCI model kan leerders se gedrag in ses sentrale gedragspatrone gegroepeer word: • Verplasing van konflik • Gebrek aan sosiale vaardighede • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Irrasionele denke • Impulsiwiteit met skuldgevoelens Die LSCI model is op so 'n manier gestruktureer dat dit opvoeders duidelike riglyne bied hoe om gedragsmoeilike en hoe risiko leerders te ondersteun. Alhoewelopvoeders 'n duidelike kognitiewe raamwerk gegee IS om die LSCI strategie toe te pas, het navorsing getoon dat hulle me baie suksesvol was om leerders seltbeheersingsvaardighede aan te leer om hul meer weerbaar te maak nie. Dit is noodsaaklik dat opvoeders toepaslike vaardighede bekom om hierdie leerders insig in hul destruktiewe gedrag te leer, sodat hulle die nodige seltbeheersing kan toepas. Daar kan van die veronderstelling uit gegaan word dat opvoeders nie net die nodige riglyne benodig nie, maar dat hulle ook die nodige vaardighede benodig om leerders te leer hoe om seltbeheersing toe te pas. Dit is ook belangrik dat hulle moet weet watter spesifieke strategieë nodig is om ondersteuning te bied aan 'n leerder wat 'n spesifieke gedragspatroon openbaar. In hierdie navorsing sal daar gepoog word om strategieë en riglyne vir opvoeders te ontwikkelom die onderstaande sentrale aspekte te hanteer: • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Impulsiwiteit met skuldgevoelens Die navorsing poog om deur literatuurverkenning na bestaande strategieë te kyk, en waar nodig, strategieë te ontwikkel wat opvoeders sal help om leerders wat ontwrigtend is, te ondersteun. Daar salook gekyk word na watter vaardighede opvoeders nodig het en watter strategieë kan geïmplementeer word om hierdie leerders insig in hul destruktiewe gedrag te gee.

Researchers have shown the importance of effective transition services for students with learning disabilities entering college. Few studies, however, have explored the perceptions of students with learning disabilities going through the transition process while pursuing postsecondary options. To address that gap, this study analyzed how students with learning disabilities perceive the effectiveness of their secondary transition services and preparedness for college. The conceptual framework was based on Rogers's theories of learning, which suggest learning includes feelings and emotions as well as cognitive development. Education should promote the type of learning that leads to this personal growth and development. A phenomenological approach was chosen, and a research protocol was developed for the participants. Nine students with learning disabilities who completed at least 1 year of college were interviewed about their perceptions of the effectiveness of their secondary transition services and their perceptions of their preparedness for college. These interviews were audio recorded and transcribed. The data was hand coded, analyzed, and organized to discover emerging themes. The data revealed the majority of the participants had not perceived their transition plans and services to have prepared them for college. The participants' role was minimal in their individualized education program meetings and in the development of their transition plans. The implication for positive social change is to develop the resources required for school districts, administrators, and teachers to better prepare postsecondary students with learning disabilities for the rigors of higher education.

Syftet med studien är att ta del av erfarenheterna bland några elever på introduktionsprogrammet som inte nått målen för årskurs 9 i svenska i grundskolan. Studien skulle ge svar på bland annat hur eleverna upplevt skolans försök att hjälpa dem nå målen. Andra frågor som skulle besvaras var om eleverna hade egna funderingar kring vad skolan kunde ha gjort för att främja lärandet, om de känt sig inkluderade och delaktiga samt om de hade övriga erfarenheter från grundskoletiden som har varit av betydelse för dem. En kvalitativ metod användes och genom livsberättelser framkom de vuxna informanternas erfarenheter. Två intervjuer genomfördes med de tre deltagarna. Resultatet visar att trots skolans insatser så nåddes inte målen. Informanterna anser att skolan hade kunnat göra mera genom att ge dem bekräftelse, lyssna på dem, ge dem mera hjälp och att inte alla elever med olika behov av stöd ska sitta i samma grupp. De berättar om rädsla att framstå som dumma och att de känt ett utanförskap. Slutligen så kan det konstateras att ur informanternas perspektiv så har skolan inte levt upp till sina åtaganden enligt skollagen, Salamancadeklarationen och Barnkonventionen genom att inte anpassa den ordinarie skolmiljön, inte låta eleverna vara delaktiga och framförallt genom att inte upprätta åtgärdsprogram. / The aim of this study is to examine a few adult students’ experiences from compulsory school where they did not achieve the goals in Swedish. The study was also supposed to point out if the students had any thoughts about how the school could have supported their learning, if they felt included and involved and if they had other experiences from compulsory school. Two interviews were made with the three respondents. A qualitative method was used and the data is collected from their life stories. The result shows that despite the school’s efforts, the respondents did not achieve the goals. The respondents talk about their need of corroboration, that the teachers should have listened to them, given them more help and the unsuitability to put all the students with learning difficulties in the same room. The respondents talk about fear of looking stupid and a feeling of exclusion. From the respondents’ perspective it is obviously that the school did not undertake its responsibility according to the Swedish school law, the Salamanca Declaration and Convention on the Rights of the Child by adjusting the ordinary environment in the classroom, letting the respondents be involved and most of all, by ignoring their duty to write åtgärdsprogram, i.e. individual programmes for higher achievement.

Nonverbal Learning Disability (NVLD) is a syndrome characterized by impaired social perception, visual-spatial skills, fine motor coordination, and mathematics abilities. Researchers have found that children with NVLD often have significant symptoms of inattention, and there is evidence that the majority of children with NVLD also meet clinical criteria for Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Subtype (ADHD:PI) (Brown, 2000; Gross-Tsur & Shalev, 1995; Voeller, 1996). Although significant overlap is observed between NVLD and behavioral symptoms of ADHD, little research has focused on the specific attention problems of children with NVLD. Given the high incidence of co-morbid attention problems with NVLD (Brown, 2000), many researchers have proposed that overlapping neural regions are responsible for the similarity in attention impairments observed in both NVLD and ADHD:PI (Denckla, 2000; Stefanatos, 2001). Other researchers suggest that there are distinct neurological impairments in children with NVLD and both subtypes of ADHD that result in attention problems. Specifically, Rourke (1995) suggested a developmental sequence that results in generally intact auditory attention with impaired attention for visual stimuli in children with NVLD. This study sought to reconcile the discrepancy between conceptualizations of attention problems in children with NVLD. It was hypothesized that children with NVLD would exhibit distinct profiles of strengths and weaknesses on neuropsychological measures of attention compared to children with ADHD, Predominantly Inattentive Subtype (ADHD:PI) and ADHD, Combined Subtype (ADHD:C). Specifically, it was expected that the three diagnostic groups would differ on the neuropsychological measures depending on the attention modality (auditory vs. visual). Extant neuropsychological data from 88 children between the ages of 9 and 15 years of age with diagnoses of NVLD, ADHD:PI, and ADHD:C were analyzed. Neuropsychological measures of processing speed, working memory, vigilance, and inhibition were examined to compare specific domains of attention functioning in the three groups. Evidence from the current study supported the model in which NVLD and the two ADHD subtypes represent a continuum of dysfunction dependant on overlapping neural regions. Moreover, specific attention strengths and weaknesses in children with NVLD compared to children with ADHD:PI, ADHD:C, and normative data were identified in order to inform clinical diagnosis and intervention. / text

Using a multiple-gating procedure, 5 research sites (3 elementary and 2 middle schools) were identified as implementing a Response to Intervention (RTI) framework. This study uses a multiple case study design to describe the RTI implementation in reading at these 5 sites. Findings suggest that the sites studied are utilizing a hybrid model (a combination of standard treatment protocol and problem solving models) for developing and assigning reading interventions. The five sites implemented critical components of RTI (universal screening, progress monitoring, scientifically-based core curriculum, and a multi-tiered system of interventions) similarly, despite differences in campus-level variables. However, no site implemented a process for assessing the fidelity of implementation of the RTI framework. They also followed state and/or district guidelines on the use of RTI data in special education eligibility decisions. / text

The purpose of this report is to inform foreign language (FL) educators about students with learning disabilities (LD) so that instruction can better serve their needs. It applies this to Spanish FL education in the United States, examining reading performance due to the role of reading in academic success and the prevalence of reading LD. The report outlines reading models and the cognitive processes within these approaches to explain how students read. With this understanding, the report examines LD, focusing on the role of phonemic awareness in L1 and FL reading. It analyzes reading instruction in English and Spanish in order to evaluate existing FL strategies and propose new interventions. From this report, educators should gain an understanding of how LD in reading impacts FL and how reading could be better addressed in the Spanish FL classroom. / text

The issue of special education in the United States has been a contentious issue, at best, for the past 40 years. In Ontario, to a lesser extent, there have been issues of equal access to education for minoritized and racialized students. Special education in the Toronto area has not been without its issues surrounding parental advocacy, the use of assessments, and disproportionate number of English Language Learners in special education. This project examines how racialized and minoritized families understand special education practices and policies, specifically within the Toronto, York, Peel, and Halton Regions. The investigation is informed by nine interviews with students in grades 7 to 12, their respective mothers, and five special education administrators and educators. Students and parents identified themselves as Black, Latino/a, and South Asian. Within these categories, parents identified themselves as Somali, Trinidadian, Jamaican, and Punjabi-Sikh. Students were identified with a range of disabilities including learning, behavioural, and/or intellectual. This research focuses on ways to interrogate and examine the experiences of minoritized students and their parents by bringing forward otherwise silenced voices and understanding what it means to “speak out” against the process of identification and placement in special education. The findings of this investigation suggest a disconnect how policies and practices are implemented, and how, parents’ rights are understood. In particular, policies are inconsistently applied and are subject to the interpretation of educators and administrators, especially in relation to parental involvement and how much information should be released to families. The issue of language acquisition being read as a disability was also a noted concern. This investigation points to implications for teacher education programs, gaps in parental advocacy and notions of parental participation within schools, and re-examining special education assessments, practices, and policies.

The issue of special education in the United States has been a contentious issue, at best, for the past 40 years. In Ontario, to a lesser extent, there have been issues of equal access to education for minoritized and racialized students. Special education in the Toronto area has not been without its issues surrounding parental advocacy, the use of assessments, and disproportionate number of English Language Learners in special education. This project examines how racialized and minoritized families understand special education practices and policies, specifically within the Toronto, York, Peel, and Halton Regions. The investigation is informed by nine interviews with students in grades 7 to 12, their respective mothers, and five special education administrators and educators. Students and parents identified themselves as Black, Latino/a, and South Asian. Within these categories, parents identified themselves as Somali, Trinidadian, Jamaican, and Punjabi-Sikh. Students were identified with a range of disabilities including learning, behavioural, and/or intellectual. This research focuses on ways to interrogate and examine the experiences of minoritized students and their parents by bringing forward otherwise silenced voices and understanding what it means to “speak out” against the process of identification and placement in special education. The findings of this investigation suggest a disconnect how policies and practices are implemented, and how, parents’ rights are understood. In particular, policies are inconsistently applied and are subject to the interpretation of educators and administrators, especially in relation to parental involvement and how much information should be released to families. The issue of language acquisition being read as a disability was also a noted concern. This investigation points to implications for teacher education programs, gaps in parental advocacy and notions of parental participation within schools, and re-examining special education assessments, practices, and policies.