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Disability claim teacher

Krista Bartlett, Elissa Kelley, Julie Purdy, Martin T Stein
Julian, an 11-year-old boy in the sixth grade with a compliant disposition and a positive attitude, has had a significant decline in his academic performance over the last 2 years. He spends much of his time in the nurse's office with headaches and fatigue. He reports that he cannot concentrate or follow along in class. Vision and hearing screenings were normal.Julian's teachers report that although he has no behavior problem, he is inattentive and does not put forth the effort she feels he is capable of giving...
June 2017: Journal of Developmental and Behavioral Pediatrics: JDBP
Stuart Woodcock, Han Jiang
Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD...
January 2018: Journal of Learning Disabilities
Liv Inger Engevik, Kari-Anne B Næss, Bente E Hagtvet
In the education of pupils with Down syndrome, "simplifying" literal talk and concrete stimulation have typically played a dominant role. This explorative study investigated the extent to which teachers stimulated abstract cognitive functions via inferential talk during book-sharing and how pupils with Down syndrome responded. Dyadic interactions (N=7) were videotaped, transcribed and coded to identify levels of abstraction in teacher utterances and to evaluate the adequacy of pupil responses. One-third of the teachers' utterances contained high levels of abstraction and promoted inferential talk...
August 2016: Research in Developmental Disabilities
G M Lucas
OBJECTIVES: The purpose of this paper is to provide background information on the epidemic proportions of hand injuries related to computer use. It offers a solution of early health education in prevention of cumulative trauma disorders (CTDs) through specially designed instruction in elementary schools. STUDY DESIGN: The current literature is reviewed. Some physical impairments caused by poor biomechanics and computer overuse are identified. Disability factors are highlighted in relation to how the physical impairment affects an individual's performance in the domain of work...
1997: Work: a Journal of Prevention, Assessment, and Rehabilitation
Elizabeth Ty Wilde, Jeremy Finn, Gretchen Johnson, Peter Muennig
BACKGROUND: Early education interventions have been forwarded as a means for reducing social disparities in income and health in adulthood. We explore whether a successful early education intervention, which occurred between 1985 and 1989, improved the employment rates, earnings and health of blacks relative to whites through 2008. METHODS: We used data from Project STAR (Student Teacher Achievement Ratio), a four-year multi-center randomized controlled trial of reduced class sizes in Tennessee involving 11,601 students...
November 2011: Journal of Health Care for the Poor and Underserved
Stuart Woodcock, Wilma Vialle
While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD...
December 2011: Annals of Dyslexia
Genevieve M McArthur
PURPOSE OF REVIEW: In recent years, parents and schools have spent millions of pounds and dollars on commercial programs that claim to treat children's developmental disorders by training their auditory processing. Here I test the truth of this claim using evidence from recent auditory training studies done with children with developmental disorders. RECENT FINDINGS: Six studies were published in 2007 and 2008 that trained children with developmental disorders on an auditory training program that included nonspeech sounds or simple speech sounds...
April 2009: Current Opinion in Neurology
S Kravetz, M Faust, S Lipshitz, S Shalhav
This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated...
May 1999: Journal of Learning Disabilities
R S Parmar, J F Cawley
Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94-142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there were no consistency in the nature of recommendations provided for any given category of disability...
May 1993: Exceptional Children
B Leshowitz, K Jenkens, S Heaton, T L Bough
An instructional unit was developed to enhance the critical thinking skills of middle school and high school students with learning disabilities by teaching them the principles of scientific reasoning. Student-teacher dialogues were used to engage the students in an active process of critical inquiry. Students analyzed everyday information presented in brief magazine articles and advertisements by applying the principles of the scientific method. The students made statistically significant improvements in their ability to (a) identify the principal claim made in an article or advertisement, (b) graph the relevant data, and (c) evaluate the claims made in the article and explain their support or rejection of the claims based on data...
August 1993: Journal of Learning Disabilities
H Zenk
No abstract text is available yet for this article.
January 1966: Zeitschrift Für die Gesamte Hygiene und Ihre Grenzgebiete
J Sprafkin, K Gadow
It has been alleged that populations of learning-disabled (LD) and emotionally disturbed (ED) children are essentially indistinguishable on important intervention-related symptoms. To examine this claim, a direct observation study of social interactions during class, lunch, and recess settings in two public schools was conducted. Teacher ratings of school behavior were also collected. The results indicated that the ED boys exhibited significantly more nonphysical aggression and noncompliance than the LD boys across settings, and that the LD boys had significantly higher rates of physical and nonphysical aggression and immature behavior than the LD girls...
September 1987: Journal of Abnormal Child Psychology
S L Isaacson
Englert and her colleagues have contributed much to our knowledge about effective writing instruction. They have demonstrated that interventions that make explicit the writing process and text structures are successful with students with learning disabilities as well as those without. Englert attributes this success to the holistic, social, and interactive nature of the instruction. However, one must keep in mind that CSIW was a package approach that included other validated instructional components. CSIW teachers presented conceptual models, used examples and nonexamples to illustrate text structure concepts, modeled thinking overtly while demonstrating the process, provided guided practice by prompting the process through dialogue and think-sheets, faded prompts as students took over more of the responsibility for the process, and taught for generalization by addressing more than one text structure and promoting student talk about the process...
March 1992: Journal of Learning Disabilities
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