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Title: The relationship between vocal pitch-matching and learning disabilities.
Creator: Mozingo, John Marshall., Florida Atlantic University, Fleitas, Patricia P.
Abstract/Description: Pitch-matching tests were conducted with learning disabled (LD) and non-learning disabled (NLD) third through fifth graders to examine whether a significant difference between pitch-matching abilities exists. Subjects were given a two part pitch-matching test using a tape recorded vocal model. The vocal model was a 12 year-old boy with unchanged voice singing the test examples on the neutral syllable "loo." Subjects were instructed to echo the vocal model and were given a single point for...
Show morePitch-matching tests were conducted with learning disabled (LD) and non-learning disabled (NLD) third through fifth graders to examine whether a significant difference between pitch-matching abilities exists. Subjects were given a two part pitch-matching test using a tape recorded vocal model. The vocal model was a 12 year-old boy with unchanged voice singing the test examples on the neutral syllable "loo." Subjects were instructed to echo the vocal model and were given a single point for each correctly sung pitch. Statistical analysis revealed a significant difference in the pitch-matching skills of the learning disabled and the non-learning disabled students.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/15505
Subject Headings: Musical pitch, Learning disabled children
Format: Document (PDF)

Title: A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Creator: Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
Abstract/Description: The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000652
Subject Headings: Special education teachers, Learning disabilities, Exceptional children
Format: Document (PDF)

Title: PERSONAL AND SCHOOL RELATED FACTORS PREDICTING RESILIENCE IN STUDENTS WITH LEARNING DISABILITIES.
Creator: Carson, Maureen M., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: This study was conducted to investigate factors that contribute to resilience in students with learning disabilities (LD). The risk-resilience framework provided the theoretical base for selecting school and personal factors that might predict resilience. School and personal data were requested from large, culturally and linguistically diverse samples of individuals diagnosed with LD. A 12 variable model and three cluster models (combined variables) were developed. Discriminant analysis and...
Show moreThis study was conducted to investigate factors that contribute to resilience in students with learning disabilities (LD). The risk-resilience framework provided the theoretical base for selecting school and personal factors that might predict resilience. School and personal data were requested from large, culturally and linguistically diverse samples of individuals diagnosed with LD. A 12 variable model and three cluster models (combined variables) were developed. Discriminant analysis and tests of significance of hit rates were conducted to assess the accuracy of the full model (all 12 variables) to the prediction of resilience, and full versus restricted model testing was done to assess individual variable and cluster (combinations of some variables) contributions to the model. Additionally, analyses of environmental, intrapersonal, and interpersonal cluster models were investigated to determine their relative contribution to the prediction of resilience in relation to the others. Results of the full model analysis and subsequent tests of significance of hit rate indicated modest cross validated classification accuracy for the total group, resilient group, and non-resilient group. However, the model was not significantly better than chance, overall, at predicting resilience and non-resilience in students with LD. Results of the analysis of individual predictor variables’ and clusters’ contributions to the model’s classification accuracy indicated that no individual variable within the full model, nor cluster of interrelated variables contributed significant incremental improvement in classification accuracy above and beyond that which is available from all other variables contained in the full model. The independent analysis of interrelated personal and school related factors clustered as environmental, interpersonal, and intrapersonal clusters revealed that, as unique and separate models, classification accuracy of cross-validated group cases were less than optimal for each cluster. The results further demonstrate that resilience is affected by both internal and external factors. Although the results also demonstrate that factors work together, a great deal is still to be learned regarding factors affecting resilience as well as their interplay in clusters of factors that affect resilience.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013291
Subject Headings: Learning disabilities, Resilience (Personality trait), Students
Format: Document (PDF)

Title: Teaching students with learning disabilities to solve word-problems: A comparison of a cognitive strategy and a traditional textbook method.
Creator: Lambert, Monica Ann., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving word-problems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they...
Show moreThe current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving word-problems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they are able to use these strategies when taught. The purpose of this study was to compare the effectiveness of a cognitive problem solving strategy and a traditional textbook method in solving three-step word-problems consisting of whole numbers, decimals, fractions, and percents. Four teachers who taught two Specific Learning Disabilities (SLD) math classes volunteered to participate in the study. Each teacher taught one of his/her math classes the cognitive strategy and the other class the textbook method. A total of 76 students from grades 9 through 12 who attended a part-time SLD math class were used as subjects. The two groups were taught through direct instruction with scripted lessons. The cognitive strategy group was taught an eight-step strategy that included self-talking and self-questioning. The textbook method group was taught a traditional textbook method which consisted of a four-step plan. Treatment for both groups included a pretest, describing and modeling the strategy or method, verbally rehearsing the cognitive strategy or textbook method, practice solving word-problems, and a posttest of the three-step word-problems. The results indicated that there were no significant differences between the cognitive strategy and textbook method. However, the observed power was not sufficient to determine if there was or was not a treatment effect. Informal error analyses indicated subjects did perform better after direct instruction in solving word-problems. Although subjects were attempting to solve more problems, however, other types of errors were being made, such as choosing and using the wrong operation. This indicates students may need to be taught a strategy on how to choose the correct operation to solve word-problems.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12470
Subject Headings: Learning disabled--Education--Mathematics, Learning disabilities, Mathematics--Study and teaching (Secondary), Cognition in children
Format: Document (PDF)

Title: A comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms.
Creator: Bunker, Melise Rankin, Florida Atlantic University, Smiley, Lydia R.
Abstract/Description: Although metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of...
Show moreAlthough metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of reading instruction on students with LD in general education classrooms, the purpose of this study was to determine if there was a difference between the metacognitive awareness about reading of fourth-grade students with LD and without LD (NLD) taught by code-based (CB) and meaning-based (MB) instruction in inclusion classrooms. Further, the study was concerned with determining if there was an interaction between learning condition (LD, NLD) and instructional approach (CB, MB). A total of 88 fourth graders from seven elementary schools in a large south Florida school district participated in the study: 38 were students with LD; 50 were students without LD. Forty-five of the students received their reading instruction in CB classrooms and 43 were taught reading in MB classrooms. All students were given the silent reading section of an informal reading inventory, a metacognitive interview, and a metacognitive questionnaire. Results revealed that although there is a significant difference between the metacognitive knowledge about reading between students with and without LD, this difference did not appear to be influenced by their method of reading instruction. Students with LD consistently scored below students without LD, whether they were in code-based or in meaning-based classrooms.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12511
Subject Headings: Reading (Elementary), Inclusive education, Learning disabled children--Education
Format: Document (PDF)

Title: Teaching sight words to students with mental retardation and learning disabilities: Constant time delay versus interspersal of known items.
Creator: Knight, Melissa Gail., Florida Atlantic University, Ross, Denise
Abstract/Description: This study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation...
Show moreThis study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation of the prompt after the stimulus has been presented. During the initial trial, the delay between prompt and stimulus is at 0-seconds; during all other trials the delay is fixed at 4-seconds. Interspersal of known items is a method of sequencing unknown or target words among known words. Two sessions were provided each day in the classroom, one with constant time delay technique and the other with interspersal of known items as the training technique. The parallel treatment design was used to assess the efficacy and efficiency of the two strategies. The results indicate that both techniques were effective for students with LD. Constant time delay was significantly more effective than interspersal of known items for the students with MMR. Based on both the number of minutes of instructional time and the number of sessions through criterion, the constant time delay procedure was more efficient for students with MMR. However, the interspersal of known items technique was more efficient in terms of percentage of errors and rate of correct responses for both students with MMR and LD.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12824
Subject Headings: Children with mental disabilities--Education, Learning disabled children, Reading (Elementary)--Whole-word method
Format: Document (PDF)

Title: A comparison of the reading characteristics of college student poor readers with and without learning disabilities.
Creator: Warde, Beverly Aileen, Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
Abstract/Description: Fast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both...
Show moreFast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both oral and silent reading, as well as analyses of oral reading miscues were examined. Additionally, the influence of expository text structures on reading comprehension and oral miscues was explored. A total of forty undergraduate subjects from one state university participated in the study: twenty were upper class (junior/senior status) students with childhood diagnoses of LD in reading; twenty were upper class students without LD who were considered poor college readers. Four passages from a college textbook on social problems were selected for the reading assessment: two passages of an enumeration text structure, and two of an historical text structure. All subjects read two passages silently and two passages orally from each structure, The subjects' oral readings were analyzed for types of miscues. After reading each passage, the subjects then orally summarized the readings. A comprehension score was derived for each passage from the oral retellings. Results revealed that the college students with LD produced a greater total number of oral reading miscues and earned fewer comprehension points than their peers without LD. Text structure did not effect the comprehension scores of the students with LD; however, the type of text structure did effect the oral reading comprehension scores of the students without LD. The subjects with LD also produced a significantly higher percentage of miscues categorized as loss-of-meaning miscues. The results of this study indicated that college students with LD continue to have reading difficulties: difficulty decoding words; poor comprehension; and a lack of metacognitive awareness and use of strategies for comprehending various expository text structures.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12437
Subject Headings: Reading (Higher education)--Ability testing, Learning disabled youth--Education (Higher), Reading (Higher education), Reading comprehension, Reading disability
Format: Document (PDF)

Title: AN EXPERIMENT IN TEACHING TECHNIQUE: TRADITIONAL INSTRUCTION COMPARED TO STUDENT INVOLVEMENT IN THE LEARNING PROCESS (SECONDARY SCIENCE).
Creator: JANES, SHELLEY KING, Florida Atlantic University, Adams, Ralph M., Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: The history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to...
Show moreThe history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to physically involve these students will not increase their achievement. The current methods of teaching, curricula and building designs are discussed.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/13784
Subject Headings: Botany--Study and teaching (Secondary), Slow learning children, Children with social disabilities--Education (Secondary)
Format: Document (PDF)

Title: Barriers to participation in adult education as perceived by African-Americans and others.
Creator: Cummings, John Henry, Jr., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: African-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not...
Show moreAfrican-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not participate in educational offerings) do not participate can be traced to their perceptions of barriers to attendance. Thomas G. Darkenwald and others conducted research on this concern through the development and use of an original deterrents-to-participation scale (DPS) that was later refined (DPS-G) to identify six barriers to general adult participation in education. DPS-G, as a scale, has been used successfully by many succeeding individuals and groups in similar studies. This study used Darkenwald and Valentine's ALQ instrument, which employed their DPS-G and added demographic questions, to survey a group of Orange County, Florida African-Americans and others. Data obtained supported and provided further verification of validity and reliability of the Darkenwald and Valentine identified factors and procedure. Six hypothesis are incorporated that address the attitudinal differences between African-American adults and others concerning the Darkenwald and Valentine factors. Results showed that the African-Americans expressed stronger concerns for each of the six factors, namely: (a) lack of confidence, (b) lack of course relevance, (c) time constraints, (d) low personal priority, (e) cost factor, and (f) low personal priority. Further, the study showed that African-Americans responded more cohesively and stronger on each and every factor category than did their fellow non-Black others. Study results can be used in further research about minorities' perception of barriers to participation in adult education. Resulting information can also be used in the planning and delivery of adult education programs that attempt to ameliorate or eliminate such barriers to participation in adult education.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12438
Subject Headings: Adult learning, People with social disabilities--Education, African Americans--Education
Format: Document (PDF)

Title: A comparison of typicality judgments of learning-disabled and nonlearning-disabled children.
Creator: Willits, Paula P., Florida Atlantic University, Smiley, Lydia R., Taylor, Ronald L.
Abstract/Description: Typicality judgments refer to the extent to which items are thought to be typical of their language categories. For example, an apple is a typical fruit, whereas a kiwi is an atypical one. Typicality judgments help reveal a person's level of word knowledge and concept development. The theory of category prototypes (Posner, 1969) gave rise to the assessment of the typicality judgments of children and adults. The two main purposes of this study were to provide typicality norms for learning...
Show moreTypicality judgments refer to the extent to which items are thought to be typical of their language categories. For example, an apple is a typical fruit, whereas a kiwi is an atypical one. Typicality judgments help reveal a person's level of word knowledge and concept development. The theory of category prototypes (Posner, 1969) gave rise to the assessment of the typicality judgments of children and adults. The two main purposes of this study were to provide typicality norms for learning disabled (LD) children, and to clarify the nature of the differences between learning disabled and nondisabled (NLD) students regarding their word knowledge and categorization skills. A total of 210 subjects participated in the study; 180 were public school children (grades 2, 4, 6) from Palm Beach County, Florida. Half of these students attended part-time classes for the learning disabled while the other half were enrolled in regular classrooms. All children had achieved IQs in the average range of intelligence. The remainder of the subjects (30) were adult college students at Florida Atlantic University in Boca Raton. All subjects were asked to determine whether each of 125 words were category members, and if they were, how well each one exemplified the particular category in question. Categories included birds, clothing, vegetables, fruit, and four-footed animals. Results revealed that the LD children knew the meanings of fewer category items, included fewer appropriate words as category items, and were less adultlike in their rankings of words that were included as category members. Although both LD and NLD children's word rankings became more adultlike with age, the LD children's pattern of progression differed. For LD children, typicality ratings became significantly more adultlike between grades four and six, whereas the NLD subjects demonstrated significantly improved ratings between grades two and four. This different pattern illustrated a developmental lag in word knowledge for the LD children.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12279
Subject Headings: Categorization (Psychology) in children, Learning disabled children--Education--Language, Children--Language, Cognition in children
Format: Document (PDF)

Title: A comparison of language screening procedures in the identification of children with language delays in prekindergarten classes.
Creator: Goldstein, Peggy Ann., Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
Abstract/Description: There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various...
Show moreThere is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12381
Subject Headings: Language disorders in children, Preschool children, Learning disabilities, Children--Language--Testing
Format: Document (PDF)

Title: The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome.
Creator: Jackson, Lynn, Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate...
Show moreIndividuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004294, http://purl.flvc.org/fau/fd/FA00004294
Subject Headings: Asperger's syndrome, Autistic children -- Education, English language -- Composition and exercises -- Study and teaching, Inclusive education, Learning ability, Learning disabled children -- Education, Learning strategies
Format: Document (PDF)

Title: Use of a mathematics word problem strategy to improve achievement for students with mild disabilities.
Creator: Taber, Mary R., College of Education, Department of Exceptional Student Education
Abstract/Description: Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model...
Show moreMathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361253
Subject Headings: Achievement in education, Children with disabilities, Education, Word problems (Mathematics), Study and teaching, Mathematics, Remedial teaching, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: Specific learning disability services: Benefit or risk?.
Creator: Braynen, Viva, Florida Atlantic University, Pisapia, John
Abstract/Description: The educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the...
Show moreThe educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the achievement of students with specific learning disabilities (SLD) in the standard diploma program in the Broward County School system. Students included in this study, were in the 10th grade during the 2003-2004 school year and were administered the 10th grade Sunshine State Standards (SSS) FLAT. They also were enrolled in the standard diploma program and had been diagnosed with a Specific Learning Disability. In addition, enrollment in the Broward County School system for a minimum of seven consecutive years was mandatory along with having FCAT SSS scores in both reading and math for three consecutive years. A sample of all of the students (N=278) that met the specified criteria was utilized. To investigate the relationship among the variables---achievement, ESE services, socioeconomic status, ethnicity, and gender---correlations, descriptive statistics, and regressions were used. Some of the findings were that students have a higher pass rate on the math achievement test (57 percent passed) than they do on the reading achievement test (32 percent passed). However, Black, Hispanic, and White students did not benefit equally from ESE services. Further, a statistically significant moderate correlational relationship exists between FCAT reading and FCAT math scores. This research explained less than a quarter of the variation in the achievement levels analyzed; therefore, further longitudinal research is needed to continue to evaluate the effectiveness of special education programs.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12184
Format: Document (PDF)

Title: The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
Creator: Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12166
Subject Headings: Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
Format: Document (PDF)

Title: A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.
Creator: Allen, Anthony G., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education...
Show moreThe Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study, the goals were (a) to determine if there is disproportional representation of Black students and male students in the three categories of Educable Mentally Handicapped, Emotionally Handicapped, and Specific Learning Disabled and (b) to address whether the factors school districts' socioeconomic status, minority rate, and racial composition of instructional and administrative staff predict the representation of Black students and male students who participate in special education programs. A quantitative method, including the three disproportionality calculation methods of Composition Index (CI), Risk Index (RI), and Odds Ratio (OR), was employed to respond to the six research questions and test six corresponding null hypotheses. Sixty-seven school districts in the State of Florida were identified for data collection and analysis., The enrollment data for the calculations covered AY 2005- 2009. Critical Race Theory (CRT) served as the lens through which to analyze the findings and discus the implications therein. It is clear that the problem of disproportionate representation is complex and the resolution to the problem is not an easy one. This study found that there was a relationship between the representation of Black students and male students in special education programs and the predictor variables. Statistical analyses revealed that socioeconomic status of the school district, minority rate, and racial composition of instructional and administrative staff predicted the disproportional representation. Critical Race Theory, which served as a methodological framework was employed to help in examining and challenging the manner in which race and racism clearly impacts practices and procedures in the special education referral process. CRT utilized the social construction of race and the role it plays in the education policies that affect minorities. As with any intellectual movement, CRT builds its scholarship upon certain theoretical pillars. The basic tenets of CR T include ordinariness, interest convergence, social construction, differential racialization, and legal story telling. For the purpose of this research, only the tenets of ordinariness, interest convergence, social construction, and differential racialization were examined in the context of disproportionate representation of black students and male students in special education.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2867333
Subject Headings: Discrimination in educations, Racism in education, Education, Social aspects, Multicultural education, Learning disabled children, Identification
Format: Document (PDF)

Title: Effects of a videodisc program on the academic achievement of learning-disabled students.
Creator: Garrido, Marta N., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: A considerable amount of research has been done on specific elements of instructional design and how they affect achievement among academically disadvantaged students (Darch & Carnine, 1986; Woodward & Noell, 1991). The purpose of this research was to consider the relationship between specific instructional design principles in a videodisc program and academic achievement. The results of this study indicate that redesigning instruction alone might not be sufficient to enhance academic...
Show moreA considerable amount of research has been done on specific elements of instructional design and how they affect achievement among academically disadvantaged students (Darch & Carnine, 1986; Woodward & Noell, 1991). The purpose of this research was to consider the relationship between specific instructional design principles in a videodisc program and academic achievement. The results of this study indicate that redesigning instruction alone might not be sufficient to enhance academic performance of learning disabled students. A reformulation of current curricula to include essential knowledge in a discipline might be the first step in educational reform.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12273
Subject Headings: Learning disabled teenagers--Education, Science--Study and teaching (Higher)--Audio-visual aids, Academic achievement
Format: Document (PDF)

Title: A comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches.
Creator: Curry, Kimberly Ann., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers'...
Show moreThe teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers' Workshop, writing strategies, Writers' Workshop/strategies, and a skills-based model. This study also focused on the educational setting in which the student with LD was taught. A pull-out resource room (PO) or a self-contained classroom and an In-Class Direct (ICD) model called inclusion that provides educational services for students with disabilities in a general education classroom with their peers without disabilities. A total of 99 fourth grade students with LD from 15 different elementary schools in the Beach County, Florida School District participated in this study. Forty-three students were in the PO service delivery model and 56 were in the ICD delivery model. Twenty-seven students received strategies instruction, 24 received Writers' Workshop instruction, 21 received skills-based instruction and 27 received Writers' Workshop/strategies instruction. All subjects wrote a response to a narrative prompt from the Florida Writes! assessment for a pretest and posttest measure. The results of this study were analyzed using an ANCOVA design; the pretest score was the covariate. The instructional program was significant at the selected alpha level of.05; F\ (3)=5.022,\ p.05 and the interaction of educational setting with instructional program was non-significant, F\ (3)=2.109,\ p>.05. A Scheffe analysis was conducted and pairwise differences indicated that Writers' Workshop/strategies instructional program made a significant difference in the writing products of the students in this study. There was a significant difference in the results of the subjects who participated in the strategies model and the subjects who participated in the skills-based model.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12529
Subject Headings: Learning disabled children--Education, English language--Study and teaching (Primary), Resource programs (Education), Inclusive education
Format: Document (PDF)

Title: Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator: Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355571
Subject Headings: School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application.
Creator: Morse, Kerri, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application...
Show moreThere has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004615, http://purl.flvc.org/fau/fd/FA00004615
Subject Headings: Students with disabilities--Services for., Learning disabled teenagers.--Education., Tablet computers., Computer-assisted instruction., Human-computer interaction., Education--Effect of technological innovations on., Visual programming (Computer science)
Format: Document (PDF)

Learning disabled children (5)	+ -
Education (4)	+ -
Learning disabilities (4)	+ -
Inclusive education (3)	+ -
Response to intervention (Learning disabled children) (3)	+ -

Academic achievement (2)	+ -
Cognition in children (2)	+ -
Learning disabled children--Education (2)	+ -
Reading comprehension (2)	+ -
Remedial teaching (2)	+ -
Academic achievement--Testing--Validity--United States (1)	+ -
Achievement in education (1)	+ -
Adult learning (1)	+ -
African Americans--Education (1)	+ -
Asperger's syndrome (1)	+ -
Autism spectrum disorders in children -- Treatment -- Technological innovations (1)	+ -
Autistic children -- Education (1)	+ -
Botany--Study and teaching (Secondary) (1)	+ -
Categorization (Psychology) in children (1)	+ -
Children with autism spectrum disorders -- Education -- Technological innovations (1)	+ -
Children with disabilities (1)	+ -
Children with disabilities--Education--Ability testing (1)	+ -
Children with mental disabilities--Education (1)	+ -
Children with social disabilities--Education (Secondary) (1)	+ -
Children--Language (1)	+ -
Children--Language--Testing (1)	+ -
Cognitive styles in children (1)	+ -
Communication disorders in children -- Treatment -- Technological innovations (1)	+ -
Computer-assisted instruction. (1)	+ -
Computers and people with disabilities (1)	+ -

Florida (2)	+ -
Children with disabilities--Education--United States (1)	+ -
Educational accountability--United States (1)	+ -
Learning disabled children--Education--United States (1)	+ -
Special education--United States--Evaluation (1)	+ -

Individuals with Disabilities Education Act 2004. (1)	+ -
No Child Left Behind Act of 2001. (1)	+ -

Florida Atlantic University (19)	+ -
College of Education (8)	+ -
Taylor, Ronald L. (6)	+ -
Department of Exceptional Student Education (5)	+ -
Smiley, Lydia R. (4)	+ -

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