Learning disabled students in special education programs have not been demonstrating equal achievement gains in reading when compared to their non-handicapped peers. The purpose of this study was to determine the effects of Accelerated Learning methods in teaching reading to ten learning disabled middle school students in southwest Washington. Accelerated Learning (AL) was developed by Georgi Lozanov in Bulgaria in the 1960's. The method incorporated the fine arts, suggestion and visualization techniques with a dynamic, active instructional presentation. A multiple-case study design was conducted using ten learning disabled middle school students. Each case study used information gathered from school cumulative, confidential and special education files, parent, teacher and student interviews and observation. Their achievement in reading was measured using the Woodcock-Johnson Psycho-Educational Battery. Their reading gains, as measured after experience in their regular classes and after special education instruction using Englemann and Hanner's Direct Instruction methods, were similar to Educational District #112's learning disabled population's average gain of five months a year. Under Eclectic instruction the subjects' gains averaged nine and a half months per year and using AL instruction the gain was approximately fifteen and one half months a year. No patterns emerged to substantiate an effect between instructional reading treatment and behavior or attendance. Pattern matching for grade point average was inconclusive due to paucity of data. / Graduation date: 1992

Summaries en Afrikaans and English / Text in Afrikaans / Een van die kenmerke van leergestremde kinders is dat hulle, benewens hul leertekorte, dikwels ook gedragsprobleme manifesteer wat nie net hul leer benadeel nie, maar ook hul uiteindelike volwassewording. Talle skoolse opvoeders wat met hierdie kinders gemoeid is, is nie in staat om hierdie kinders se gedragsprobleme na behore aan te spreek nie. Die doel van hierdie studie is om enkele onderrigstrategiee daar te stel aan die hand waarvan bepaalde gedragsprobleme van leergestremde laerskoolkinders in die hoofstroom van die onderwys aangespreek kan word. V oordat daar oorgegaan is tot die beplanning van hierdie onderrigstrategiee, is daar op die etiologie en manifestasies van leergestremdheid gefokus. Vervolgens is enkele bestaande hulpverleningspraktyke bespreek en aan die hand van ortopedagogiese beginsels geevalueer. Aangesien hierdie hulpverleningspraktyke as ortopedagogies verantwoordbaar beskou is, kon dit as basis dien vir onderrigstrategiee vir die bantering van die volgende gedragsprobleme: aandagtekorte, hiperaktiwiteit, impulsiwiteit, hipoaktiwiteit, katastrofiese gedragsuitinge en aggressie. / One of the characteristics associated with learning disabled pupils is that they not only experience learning difficulties, but often manifest behavioural problems that impede their learning and eventual adulthood. Many educators involved with learning disabled pupils are unable to address the behavioural problems of these children effectively. The purpose of this study is to compile instructional strategies that could be put into practice when dealing with the behavioural problems of learning disabled pupils who are in the mainstream of education. Before planning these strategies, the etiology and manifestations of learning disabilities were addressed. Thereafter, orthopedagogical criteria were applied to evalute certain schools of thought regarding orthopedagogical practices. Having ascertained that the practices in question are orthopedagogically sound, instructional strategies, based on these practices, were planned to address the following behavioural problems: attention deficits, hyperactivity, impulsivity, hypoactivity, catastrophic reactions and aggression. / Educational Studies / M.Ed. (Orthopedagogics)

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006 / The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

The behavioral and educational literature illustrate the effectiveness of frequency-based training, a procedure derived from Precision Teaching, in improving the reading skills of students with learning and developmental disabilities. The purpose of this study was to explore the effects of frequency-based training versus accuracy training in the acquisition and retention of Dolch words (sight word vocabulary) in students with emotional/ behavioral disorders. The study accounted for practice effects by yoking the number of timings run in the frequency building condition with the accuracy-only condition by staggering the introduction of each condition. Results indicate that frequency-based training was a more effective and time-efficient approach in teaching reading skills to students with emotional/behavioral disorders.

No description available.

Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping with the demands of secondary school and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite sweeping policy changes LD learners' diverse needs are not being met in the classroom. Research indicates that LD learners are best served within the mainstream classroom. In-service training is necessary to help educators equip themselves with skills to cope with this new role. An assistance programme has been developed in this study to provide practical teaching and learning interventions, to help educators support the LD secondary school learner in regular mainstream classrooms. If LD learners are supported in the classroom they will acquire skills to become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)

This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. / Inclusive Education / M. Ed. (Inclusive Education)

published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy