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| Author | : Lynn M. Haines |
| Publisher | : |
| Total Pages | : 28 |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Jane Elizabeth Fleming |
| Publisher | : |
| Total Pages | : |
| Release | : 1999 |
| Genre | : |
| ISBN | : |
This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities using survey data and academic achievement scores collected in nineteen Chicago Public Schools from 1993--1997. Cross-sectional analyses were employed to investigate the similarities and differences in student perceptions of school, family, and peer group contexts. In addition, longitudinal data were analyzed using hierarchical linear modeling (HIM) in order to identify contextual influences on student academic achievement and mental health outcomes over time, as well as the interactions among these influences. Comparisons of responses from students with and without learning disabilities confirm and extend existing findings in the literature concerning LD student perceptions of their social environments. In addition, the social contexts of students' lives were found to have small, but significant, effects on their growth in academic achievement and mental health after the influences of family background, school placement, and LD status were taken into account. Mile students with and without learning disabilities had somewhat different views of their social contexts, the processes working within these environments appeared to affect them in similar ways. The results suggest that careful attention should be paid to the social contexts of students' lives when planning academic and mental health interventions. The potential for such interventions in students' social environments is discussed.
| Author | : Hande Salman |
| Publisher | : |
| Total Pages | : 61 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
The present study reviews the most recent literature in order to understand the self-efficacy beliefs of students with learning disabilities (LD) in academic contexts. In the first section, Bandura's self-efficacy theory and academic self-regulation is discussed followed by a brief review of the history of the field of learning disabilities. Based on the literature search from PsychINFO and Educational Resources Information Center (ERIC), 18 studies met the criteria for reviewing: (a) a measure of self-efficacy, (b) inclusion of a sample of students that are identified with a specific learning disability, and (c) published after the year 2000. In the second section, the research findings are summarized in the light of five research questions and their outcomes. The results from the studies suggest that students with LD report significantly lower scores on self-efficacy compared to their typically achieving peers. In contrast, in certain academic domains, students with LD were found to miscalibrate their self-efficacy beliefs, particularly in the domain of writing. The findings are, then, discussed, with special interest given to self-regulation, self-protective behavior of students with LD and intervention and its limitations. The review concludes with final remarks and implications for future research.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
Considerable research exists on the importance of self-determination in the transition of students with disabilities from high school. Much of this research has focused on conditions in the family that may nurture and support the development of self-determined motivation. These conditions, as described by Self 6Determination Theory, include support for autonomy, relatedness and competence. Little data exists, however, on whether the conditions in the family environment associated with self-determination vary depending on students2 ethnic backgrounds. Participants consisted of 138 Latino and Anglo students with disabilities enrolled in six high schools within a large urban school district. Self-determination was measured using the Arc Self-Determination Scale (Wehmeyer & Kelchner). Students2 perceptions of their family environment were measured using six subscales from the Family Environment Scale (Moos & Moos). Latino students scored significantly higher than Anglo students in level of self-determination, but no significant differences were found in perceptions of the family environment between the two groups. Self-determination was regressed on the family environment subscales and no significant effect sizes were obtained for the sample as a whole (R2 = .044, F (6, 129) = .993, p = .433). However, comparisons between Latinos and Anglos on the relationship between perceptions of the family environment and self-determination suggested that family environments associated with Autonomy were more related to levels of self-determination in Anglo than in Latino students. Family environments associated with Cohesiveness, Achievement Orientation and Control were more highly related to level of self-determination for Latino than for Anglo students. The study has practical implications for parents and school practitioners when planning for transition and implementing strategies to develop self-determination for students with disabilities.
| Author | : Nachole Marie Stewart |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Autonomy (Psychology) |
| ISBN | : |
The purpose of this qualitative embedded single case study was to understand how the unique experience of attending a post-secondary school exclusive to students diagnosed with LD and ADHD affects student success in developing and using self-determination skills to increase persistence to graduation. Guiding this study is the theory of self-determination while seeking to explain the reasoning for student persistence to degree completion and the execution of self-determination skills autonomously. This study uses a qualitative embedded single case study design to examine a post-secondary educational institution that exclusively services students with learning disabilities from different perspectives. The research setting is unique to the collegiate marketplace and is specific to students with learning disabilities and attention deficit disorder diagnoses. The research was conducted at a small, post-secondary educational institution in the Southeast portion of the United States, exclusive to students with Learning Disabilities and Attention Deficit Hyperactivity Disorder. Students (n= 11) and alumni (n = 1) were interviewed for the study, with focus groups consisting of college faculty (n = 3) and staff (n = 3) reflecting on emerging themes for self-determination in academic and social settings. Documents and artifacts have been analyzed and presented with common themes. The study used qualitative analysis practices and Nvivo software to conduct a multi-stage coding process that established patterns and explanations for lessons learned while providing readers with direct quotes and rich description of their experience. The study findings indicate whole school programming with trained staff benefitted and supported the explicit teaching and acquisition of self-determination skills required to persist toward graduation for students with disabilities.
| Author | : Michael L. Wehmeyer |
| Publisher | : |
| Total Pages | : 388 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
This teacher-friendly resource offers a variety of instructional strategies for teaching students the specific skills they need for more satisfactory, self-directed lives--skills like: - assertiveness - goal setting - self-advocacy - self-management - decision making - problem solving - self-awareness Practicing and prospective educators will find objectives and key terms at the beginning of each chapter and vignettes and case studies sprinkled throughout, making the book an ideal text. This is an invaluable resource for meeting IDEA 1997 requirements while motivating high school students with disabilities to prepare for successful transitions to adulthood.
| Author | : David J. Connor |
| Publisher | : Teachers College Press |
| Total Pages | : 289 |
| Release | : 2016 |
| Genre | : Education |
| ISBN | : 0807773867 |
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
| Author | : David N. Mahdasian |
| Publisher | : |
| Total Pages | : 96 |
| Release | : 2006 |
| Genre | : Autonomy (Psychology) |
| ISBN | : |
