Various cognitive learning theories have been examined for the purpose of considering music as an activity developing cognitive processes. It was felt that an exploration of these theories could offer insights into how music can be used to demonstrate cognitive development in learning and in children with learning disabilities. In an attempt to illustrate the relationship between music and cognition, concepts in the theories of Piaget, the Neo-Piagetians (Case, Pascaul-Leone, Biggs and Collis), Bruner, Ausubel, Vygotsky, Luria and Leont'ev have been discussed in association with music activities. It is argued that music can be identified as a cognitive activity and applied to learning and to learning disabilities through recognised special education approaches; these include perceptual-motor, multi-sensory, languagedevelopment related, developmental and behavioural. The theories of Vygotsky, Luria and Leont'ev - the 'troika' - are considered in greater detail. Their theories, although focussing on concepts of language in cognitive development, appear to offer a means for the wider application of music to cognitive development. Vygotsky's developmental hierarchy, Luria's brain functional system, and Leont'ev's theory of activity have been amalgamated into a theoretical framework demonstrating the processing of information through music activity leading to cognitive development. This framework provides for an investigation into learning capacities and learning potential, relevant to cognitive development in learning and in the learning disabled child.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

Thesis (Ph. D.)--Ohio State University, 1983. / Includes vita. Includes bibliographical references (leaves 124-129). Available online via OhioLINK's ETD Center.

Students who experience bullying have been shown to be at greater risk for forms of maladjustment including depression and loneliness (Hawker & Boulton, 2000), and social withdrawal (Olweus, 1993). Research indicates that bullying is especially severe in middle schools (Boulton & Underwood, 1992; NCES, 2002; Olweus 1993). Students with learning disabilities (LD) are considered to be particularly at risk due to the frequent co-occurrence of poor social skills with learning disabilities (Fox & Boulton, 2005). This study examined the percentage of victims, bullies, bully-victims and non-participants in bullying as reported by a sample of 255 students (144 with LD) attending public middle school in a large, urban Southeastern school district. Classification of students into the four bullying groups was based on students' responses on the Revised Bullying Victim Questionnaire (RBVQ; Olweus, 1996). Chi-square analysis indicated that students with LD were not more frequently classified as victims of bullying than their peers without LD. Students' social skills were measured by means of the Social Skills Rating Scale- Teacher Form (SSRS; Gresham & Elliott, 1990). Results of a discriminant function analysis using scores on the three subscales of the SSRS-T as predictors indicated that students' social skills were not significantly associated with victim/non-victim status.

The first of the three purposes of this study was to describe and analyze current Saskatchewan and local secondary school Personal Program Plan (PPP) policies. The second purpose was to compare the perceptions of current school and classroom practises to current provincial policy. The third purpose was to explore the perceptions of selected stakeholders in relation to effective and ineffective PPP practises for students with learning disabilities (LD) among Saskatchewan secondary programs. <p>This was an inductive study conducted in a multiple phase case study design. Research was conducted through individual and group interviews in six voluntary secondary programs. The study also included the analysis of 100 survey responses from 19 secondary programs. In addition, this study analysed 25 Saskatchewan school division PPP policies then compared these policies to the provincial PPP policy. The conceptual framework was based on a policy model which included influential factors, stakeholders interpretations, implementation variables, with perceived effective or ineffective practises. The provincial policy was designed for all students with special needs, including those with LD. However, some school division policies delimited PPPs to particular populations (i.e. to only students with designated funding). Additionally, school division polices varied in specificity and detail creating inconsistencies in and across programs. In some cases the PPP content and implementation followed the provincial policy; however, in other cases the PPPs were not aligned to the provincial policy guidelines. Funding was found to be the most influential factor to the design and implementation of PPPs. Other factors included the timing and range of distribution of the PPP, teacher response to added responsibilities, adequacy of communication between stakeholders, and level of implementation training. Where stakeholders evidenced an understanding of the policy, the PPPs were used effectively used and appreciated by those involved in the process. Participants who used PPPs indicated that they felt this increased their ability to teach students with LD and contributed to students success. Perceptions of ineffective practises associated with the policy included inconsistency, insufficient time for planning, development and implementation of PPPs, poorly written PPPs, and the lack of professional development. <p>Implications for theory included the influences at the various stages of policy design and PPP policy implementation. This resulted in the reconceptualization of the framework wherein the implementation of the PPP policy and the influencing factors are highlighted. Among the implications for policy was the attention that needs to be given to policy intention, implementation and experience in order to close the gaps. Implications for practise included considerations related to pre- and in-service training, preparation time for teachers, communication between programs, and a common understanding of funding purposes. Implications for future research included the continuity of services from elementary to middle to secondary programs for students with LD. In addition, the researcher suggests that future research of exemplary inclusive classrooms and the effective use of the PPPs in these settings.

The first of the three purposes of this study was to describe and analyze current Saskatchewan and local secondary school Personal Program Plan (PPP) policies. The second purpose was to compare the perceptions of current school and classroom practises to current provincial policy. The third purpose was to explore the perceptions of selected stakeholders in relation to effective and ineffective PPP practises for students with learning disabilities (LD) among Saskatchewan secondary programs. <p>This was an inductive study conducted in a multiple phase case study design. Research was conducted through individual and group interviews in six voluntary secondary programs. The study also included the analysis of 100 survey responses from 19 secondary programs. In addition, this study analysed 25 Saskatchewan school division PPP policies then compared these policies to the provincial PPP policy. The conceptual framework was based on a policy model which included influential factors, stakeholders interpretations, implementation variables, with perceived effective or ineffective practises. The provincial policy was designed for all students with special needs, including those with LD. However, some school division policies delimited PPPs to particular populations (i.e. to only students with designated funding). Additionally, school division polices varied in specificity and detail creating inconsistencies in and across programs. In some cases the PPP content and implementation followed the provincial policy; however, in other cases the PPPs were not aligned to the provincial policy guidelines. Funding was found to be the most influential factor to the design and implementation of PPPs. Other factors included the timing and range of distribution of the PPP, teacher response to added responsibilities, adequacy of communication between stakeholders, and level of implementation training. Where stakeholders evidenced an understanding of the policy, the PPPs were used effectively used and appreciated by those involved in the process. Participants who used PPPs indicated that they felt this increased their ability to teach students with LD and contributed to students success. Perceptions of ineffective practises associated with the policy included inconsistency, insufficient time for planning, development and implementation of PPPs, poorly written PPPs, and the lack of professional development. <p>Implications for theory included the influences at the various stages of policy design and PPP policy implementation. This resulted in the reconceptualization of the framework wherein the implementation of the PPP policy and the influencing factors are highlighted. Among the implications for policy was the attention that needs to be given to policy intention, implementation and experience in order to close the gaps. Implications for practise included considerations related to pre- and in-service training, preparation time for teachers, communication between programs, and a common understanding of funding purposes. Implications for future research included the continuity of services from elementary to middle to secondary programs for students with LD. In addition, the researcher suggests that future research of exemplary inclusive classrooms and the effective use of the PPPs in these settings.

The purpose of this study was to explore self-regulated learning strategies (SRLS) and the relationship between SRLS and academic achievement of junior high school students with learning disabilities (LD). One hundred fifty-three male and seventy-five female LD students in Kaohsiung City were recruited in this study. Data were collected from the questionnaire and in-depth interview. Descriptive statistics, one-way ANOVA, multiple regression techniques were conducted to analyze the quantitative data obtained. In addition, an inductive content analysis was conducted to analyze the interview result. The main findings were as follows: 1. ¡§Goal-efficacy strategy¡¨ was the most common used of all participants; while SRLS ¡§meta-monitoring and value-affection strategies¡¨ was the least used. 2. Female LD students applied ¡§goal-efficacy strategy¡¨ and ¡§strategy-usage strategy¡¨ significantly more often than their male counterparts. 3. LD students with higher academic achievement used SRLS significantly more often than LD students with lower academic achievement. 4. There were a significant positive correlation between SRLS and academic achievement. ¡§Strategy-usage¡¨ in particular was the most significant predictor for LD students¡¦ academic performance. 5. The result of students¡¦ and teachers¡¦ interviews supported the quantitative result. Several explanations were found relating self-regulated learning strategies to LD students¡¦ academic performances. Based on these results, some suggestions were made for facilitating the LD education and future research.

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 150-173).

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 98-107). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38778

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 227-232). Available also in a digital version from Dissertation Abstracts.