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Children and adolescents with Nonverbal Learning Disabilities (NVLD) commonly experience severe social and academic difficulties. Youth with NVLD lack social competence. They display poor social perception and find it challenging to appropriately attend to the facial expressions, prosody, and body language of others. Children with NVLD are often unable to accurately interpret social exchanges. Subsequently, they have trouble determining which behaviors to enact and tend to respond to social situations with inappropriate or atypical behaviors. As a result, they are repeatedly isolated, neglected, and ostracized by their peers (Little, 1993). These negative experiences correspond with elevated levels of anxiety, depression, and suicide attempts (Fletcher, 1989; Rourke, Young & Leenars, 1989). This study sought to gain a greater understanding of how youth with NVLD process social information as their poor performance in this area increases the likelihood that they will experience detrimental life outcomes. This study examined the perspectives of children with NVLD and the perspectives of their primary caretakers and teachers. Participants consisted of 12 children with NVLD between the ages nine and 13. A parent and teacher of each child also participated. Data was collected via interviews, observations, and field notes. Grounded theory methodology was used to analyze data for significant themes and trends. Data analysis generated rich theory regarding how children with NVLD understand social interactions and nonverbal communication. Key traits of those with NVLD are detailed and findings indicate that communication across parties promotes social development. / text

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Federal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging within the schools. The purpose of this descriptive study was to gain additional knowledge about accommodation use by determining what accommodations were provided and whether the accommodations used were related to student achievement. Information was collected on accommodation use by 6th and 7th grade students who participated in a large-scale assessment. A post hoc data analysis was conducted to investigate accommodation use during the AIMS-DPA reading assessment. The collected data indicated a high percentage of accommodations were provided to English language learners, who have learning disabilities in 6th grade than 7th grade. A higher number of non-linguistic accommodations were provided than language-related accommodations. Language-related accommodations were provided more frequently to 6th grade students. Analyses indicated that reading performance and accommodations were not significantly related.

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This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students’ written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices. / Thesis (Ph.D, Education) -- Queen's University, 2008-04-14 20:05:55.867 / SSHRC