9,194 research outputs found

    Autism: A Function of Neurodiversity?

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    In a culture filled with changes and challenges, there is a need to support groups of people with differences. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. It is truly a “brain thang”. This “brain thang” means that there are differences in the brain that cause a student to behave, respond, or react differently than a student who appears to function normally. Education should not be compartments in which one has only a mindset of “these are special education students” and “these are not special education students”. The mindset must be changed to “all students” and that they are all “our students”. The information presented in this paper will point to the fact that general education preservice educators need the concept of neurodiversity and its relationship with Autism. These preservice teachers are very likely to have students with special needs in their classrooms. They must be made aware of how to help them be successful. Indeed, oftentimes with minor modifications or adjustments, students with neurological differences can be successful in the general education classroom. It is incumbent upon the general education teacher to be knowledgeable of these strategies and willing to implement them

    Multi-Tiered System of Supports for Homeschool Families in a Home School Assistance Progra

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    Systematic, explicit reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension has been shown to be effective at teaching nearly all children to read. The Multi-Tiered System of Supports (MTSS) framework is used in schools for identifying students who need supplemental instruction and ascertaining their areas of weakness. It is also used for monitoring the progress of students and facilitating ongoing instructional decisions. Homeschool families typically do not have access to scholarly research about effective reading instruction or to tools for determining if their children are making adequate progress or if a change in instruction is needed. The Knoxville Home School Assistance Program (KHSAP) serves approximately 60 students in Knoxville, Iowa. Parents in the program seek confirmation their children are making adequate progress, but KHSAP staff are not in a position to definitively give affirmation. The purpose of this program improvement plan is to create an MTSS framework within KHSAP to provide families in the program with access to education about evidence-based reading instruction, universal screening, progress monitoring, and the support of KHSAP staff in making instructional decisions

    A Phenomenological Study of Early Childhood Teachers’ Lived Experiences and Perceptions of Their Training in Recognizing Dysgraphia in Young Children

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    The purpose of this phenomenological qualitative study was to examine the lived experiences of early childhood teachers who are seeking to recognize the warning signs of dysgraphia in young children. The learning disorder known as dysgraphia affects written expression and can affect a student’s academic development, achievements, and self-efficacy. The study was conducted via Zoom at two Oklahoma public schools and one Texas public school. The 12 participants were active early childhood teachers who individually expressed their knowledge and perceptions on the recognition of dysgraphia through a written letter, an interview, and a focus group. One central research question guided the study: What are the lived experiences and perceptions of early childhood teachers of their training in recognizing dysgraphia in young children? The research focused on students with dysgraphia, the knowledge of dysgraphia warning signs, and the students’ and teachers’ self-efficacy concerning the recognition process of dysgraphia in their natural setting. The theoretical framework that guided this research came from Bandura’s social learning theory and Vygotsky’s sociocultural theory. Hermeneutic, phenomenological data studied the lived experiences, revealed important themes within the phenomenon, and assessed the researched content by reflecting the parts and the whole for a holistic understanding of the data. Four major themes emerged from the data analysis: (a) dysgraphia definition, (b) warning signs, (c) accommodations and modifications, and (d) college preparation. The interpretation of the study’s findings, the limitations of the study, and future research recommendations were examined

    A case study of an intervention program for students with dyslexia in a primary school in the UAE

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    The study aims to investigate the impact of an iPad programme on the performance of students with dyslexia on reading, writing and spelling skills in two classes of a public primary school in Al -Ain, UAE. The study follows a mixed method approach (questionnaire; face-to-face interviews; pre-posttests). Twenty (20) 3rd graders male students with dyslexia, attending English as a Foreign Language (EFL) classes were the participants of the study. Students’ performance on spelling, reading and writing skills were tested after instructed through an iPad intervention programme with multisensory applications. The experimental group’s performance (10 students with dyslexia) was compared to the control group’s (10 students with dyslexia) instructed through traditional, non-computer-based, methods. A pre-assessment test was conducted for evaluating the reading, spelling and writing skills of both groups of students prior to the intervention. After eight (8) weeks, both groups were involved in post-tests for evaluating their performance on reading, spelling and writing skills. The study found that the students’ with dyslexia skills were improved after the iPad intervention programme as opposed to the students instructed through mainstream methods. Interviews with the parents and the teachers corroborated the results of the post-tests but also validated the usefulness and effectiveness of the intervention programme for the students’ academic improvement

    An Analysis of Dyslexia Legisation and Implementation Guidelines in Midwestern States

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    The purpose of this thesis is to describe dyslexia legislation and implementation guidelines in South Dakota and selected surrounding states. Dyslexia has been defined as a language-learning disability that affects a person\u27s reading and writing skills negatively. Federal legislation, The Individuals with Disabilities in Legislation Act (2004), identifies dyslexia as a specific learning disability; however, distinguish dyslexia from a broader category. Legislation and requirements are being recently passed in multiple states, affecting dyslexia policy. This thesis will provide an overview of the legislation and guidelines of dyslexia in Midwest region. Best practices in assessment and instruction for dyslexia have been reviewed, identified, and used as the standard for the evaluation within this paper. This research is important because it can inform legislators about dyslexic specific legislation, particularly in South Dakota. This document will help parents, speech-language pathologists, and other professionals understand better what the eligibility laws for dyslexia explicitly state. Researching Midwest states\u27 law and policy on dyslexia will provide a comparison of legislation in similar states providing a framework in establishing legislation that would best serve the needs of students in the K-12 schools, particularly students with dyslexia and specifically in the state of South Dakota

    The Impact of a Multisensory Intervention on Literacy Attitudes of Students with Dyslexia

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    The purpose of this qualitative multiple case study was to explore the impact of a pull-out multisensory reading intervention on the attitudes towards reading and writing of fourth-grade students identified with dyslexia. Students identified with dyslexia must receive an evidence-based reading intervention as required by Texas educational state law. The multisensory reading intervention utilized in this study and known as Structured Literacy, included explicit instruction in phonological awareness, sound-symbol association, syllabication, orthography, morphology, and reading comprehension. The researcher focused on a variety of data sources including field notes, audio-recorded interviews, reading interest survey responses, and spelling assessments. The data collected was analyzed holistically for an in-depth exploration leading to a rich interpretation of emerging themes. Four themes emerged from this study and are as follows: (a) participant self-awareness of reading and writing improvement; (b) increased classroom participation; (c) positive literacy attitude; and (d) an awareness and confidence of ability to learn with dyslexia. Findings from this study have the potential to inform educational decisions for teachers, administrators, and policymakers concerned about improving literacy achievement in students identified with dyslexia and related language disabilities in the elementary grades

    Teachers’ Perceptions Regarding Dyslexia Professional Development Training for Addressing the Social-Emotional Needs of Children With Dyslexia

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    Students with dyslexia simultaneously struggle with both literacy acquisition and poor selfesteem and undergo social-emotional learning difficulties. The purpose of this qualitative descriptive study was to explore elementary general education teachers’ perceptions regarding the dyslexia training they received for addressing the social and emotional learning (SEL) needs of children with dyslexia. The conceptual framework guiding this study was the five core competencies for SEL developed by the Collaborative for Academic, Social, and Emotional Learning. The researcher used a qualitative description research design involving semistructured interviews. The population included 10 elementary general education teachers who taught in first through fourth-grade classrooms in the southeast region of Texas. The overarching themes were the following: (a) The dyslexia training is missing the five competencies: The participants reported that none of CASEL’s five core competencies for SEL were addressed in their dyslexia training; (b) Used skills learned in other professional development to address the missing competencies: The participants reported using information from other professional development training to meet their students’ needs; (c) The dyslexia training needs to be revamped: The participants explicitly said the dyslexia training needed to be changed. The participants confirmed the gap in the literature regarding their learning needs and dyslexia training provided. The researcher created a framework, based on the findings, to guide training that can effectively address CASEL’s five core competencies within several modules. Finally, the results of this study revealed the need for further research with a focus on helping teachers understand how to develop SEL skills in their students with dyslexia
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