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The Supported Higher Education Program (SHEP), administered by the Human Development Institute at the University of Kentucky, was one of the funded Transition Programs for Students with Intellectual Disabilities (TPSIDs). SHEP's central goal was to support students with intellectual disabilities toward a meaningful post-secondary education credential that would result in employment or a career of the student's choosing. As of January 2014, SHEP had supported thirty-four students with intellectual disabilities, enrolled primarily at Bluegrass Community and Technical College and Northern Kentucky University. To answer the research question "How do students with intellectual disabilities supported by SHEP experience higher education from personal and academic perspectives?," a three-year longitudinal qualitative case study was conducted. A total of twenty-eight interviews were conducted across three academic years. Seventeen individuals took part in these interviews. Three of them were interviewed in each year of the study, and seven were interviewed twice. Individuals' ages ranged from 18 to 24 years old. The Evaluation Team at the University of Kentucky Human Development Institute collected data on SHEP students' perceptions through semi-structured face-to-face interviews, which allowed researchers to address the significance of students' personal experiences and gather contextually rich data as well as clarify meanings of interviewees' responses and relevant ideas. Key findings include: (1) Students had positive views of SHEP and believed it to be beneficial; (2) Students agreed that SHEP had a positive impact on their social skills; (3) Students found the independence of college particularly valuable; and (4) Students emphasized that college was a "safe place." Additional research would be valuable to determine if the "safety" of college makes it a particularly beneficial forum for learning the skills crucial for the successful transition to adult life.

This scoping review aims to identify and present evidence concerning risk factors and interventions used to prevent falls at home among people with learning disabilities.

A study was made to investigate the uses of the computer in the field of learning disabilities and to improve the education and training of prospective learning disabilities specialists. This was accomplished by applying the ideas, concepts, methods, and procedures of the computer sciences to the curriculum of a program that prepares special personnel for the field of learning disabilities. The specific objectives were: (1) to develop interactive computer programs that would simulate the diagnostic and clinical-teaching processes and to implement those procedures within the curriculum of the learning disabilities program, and (2) to develop a mode for a course that would introduce the learning disabilities specialist to certain fundamentals of computer technology and to implement such a course within the learning disabilities curriculum. This report describes those two aspects of the project, as well as several related computer developments, certain sample programs, and a report of evaluation and dissemination procedures. (Author/WCM)

Evaluated effectiveness of "Succeeding with the Interview" module of "Pathways," cognitive instruction program designed to facilitate career maturity in youth with learning disabilities. Compared to two control groups, four secondary school students with learning disabilities who participated in interview module showed changes on measures of behavior, cognition, and metacognition. (Author/NB)

Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and drilling, than NLD students. In addition, students with LD reported a higher need for self-regulation strategies than their NLD peers, including controlling their learning process, self-orientation, planning, monitoring, and continuous evaluation of their learning process and results. LD students also claimed to lack regulation, noting their difficulties with the learning process. Findings are discussed in relation to how distance-learning universities can better cultivate the abilities of their LD and NLD students. (Contains 3 tables.)

The Parent Leadership Program team that created and facilitated a Local Liaison Learning Group between September 1998 and November 1999 gathered in mid-January 2000 to discuss what they had learned. The Learning Group was thought of by the Parent Leadership Program team as an applied research setting for investigating the conditions that support or undermine change in families of children with disabilities and their communities. The compilation of a learning history, designed to capture Learning Group participants' views of their local projects at four points in the project years, describes a process intended to support change and intervention which mostly did not occur, because of the inability of project teams to overcome the barriers to taking any sustained and broad-based action to influence their communities. The learning process did, however, contain important lessons for people concerned about improving family support and creating effective parent-professional partnerships. Lessons were learned also about the difficulty of acting creatively outside the boundaries of established roles and practices. (CR)

This study evaluated the effects of educational games on the performance of eight elementary school students with learning disabilities. The effects of educational games were evaluated in a multiple baseline design across students. The results indicated that each student improved their performance on reading when educational games were in effect. These differences were also educationally significant. Practical considerations and implications of educational games for adoption in the classroom were discussed.

A program for intermediate-grade children (4, 5, and 6) with severe learning disabilities is described. The typical student involved in the program has been unsuccessful in a regular classroom, has had special help with reading, does not fit the criteria for any special education program, and has average or above-average intelligence. The program objectives, the skills taught, and the teaching methodology are described. Also described are the materials employed, the architectual requirements, and the backup services. A multidisciplinary analysis of the program and evaluation of each student are emphasized. Charts, tables, and a bibliography are included. (RT)

K-12 special education policies and practices that ensure students with disabilities receive a free, appropriate public education in the least restrictive environment are coming under pressure from the rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated an increase in the number of states providing online instruction; indicated that students with many different types of disabilities participate in online learning; and described the directors' reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies regarding online education as each state may have been in a different stage of adopting this relatively new approach to K-12 education. As a result, students bring to their undergraduate education a wide array of perceptions, attitudes, and prior experiences that may affect their learning outcomes.

This article briefly reviews the history of assistive technologies in American and Canadian postsecondary education starting in the 1990s, discusses the accessibility of e-learning and information and communication technologies (ICTs) currently popular in postsecondary education, and highlights emerging trends. Increasing use of universal design principles--in particular, ensuring the accessibility of digital technologies in the emerging stages, at the inception of development--continues to be recommended.

The first in a series of reports on the exceptional child and government, the publication is compiled from the laws of the 50 states and is specifically directed to the child with learning disabilities. Not included are the laws of states in which the learning disabled receive services when no specific legal provisions are made (an umbrella law covers all exceptional children) or when services have been extended by broadening legal labels such as "crippled,""maladjusted," or "health impaired." The document is updated through 1969; more current information will become available from the State-Federal Information Clearinghouse. Laws are cited from the following states: California, Colorado, Connecticut, Delaware, Florida, Hawaii, Idaho, Massachusetts, Nevada, New Jersey, New Mexico, Oklahoma, Oregon, Pennsylvania, South Dakota, Texas, Washington, and West Virginia. (RJ)

Dr. Nadine Gaab spoke about dyslexia at Framingham State University on March 3, 2020. The event was part of the Chris Walsh Center for Educators and Families of Metrowest Lecture and Webinar series. For more information visit: framingham.edu/chriswalshcenter

The founder of the Lab School of Washington, a day school of 300 students for youngsters with severe learning disabilities discusses how negative behaviors of children with learning disabilities frequently turn into positive attitudes in adulthood. Examples of successful students are provided and lessons learned from working with such students are discussed, including: (1) parents and teachers should tune into the interests and talents of the child with learning disabilities and foster them in every way possible; (2) they should evaluate the irritating, negative, mischievous, so-called "bad" behaviors of the child with learning disabilities and then use it for positive purposes; (3) parents and teachers need to comment specifically and positively on the behaviors, efforts, actions, and attitudes that meet the norm; (4) personality styles need to be studied and parents and teachers need to look at what is working, what the strengths of a student's personality are and offer some opportunities to try out his or her capabilities; and (5) parents and teachers should not discount the impossible and should realize that some of the irritating negative behaviors have helped youngsters with learning disabilities and attention deficit disorders demonstrate astonishing creativity and awesome talent in adult life. (CR)

The paper examines the nature and remediation of reversal errors in five severely learning disabled boys (9-11 years old). Results of four phases (baseline and incentive conditions) are analyzed for timed and untimed performance of letter recognition. Among results cited are that for all Ss, errors in naming occurred with the letters p, d, b, and q, and not for the other letters. Data on the four letters are presented separately for two experiments. Results from both timed and untimed experiments are said to provide persuasive evidence that, in general, the reversal errors made by the Ss were easily manipulated. Findings are explained to support an educational rather than neurological explanation for reversals. Persistence of reversal problems is traced to assumptions by educators that the errors are neurological in origin and that direct intervention is unwarranted. (CL)

The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn from the Canadian National Longitudinal Survey of Children and Youth and participants included students in grades one through six who were taught by a single teacher (N = 2367). Results indicated that the hypothesized path model was an excellent fit to the data. Furthermore, academic achievement was significantly impacted by teacher expectations, LD status, and teacher efficacy. Teachers felt less confident in their ability to instruct students with LD, had lower expectations of their long-term success and also rated their achievement more poorly. The findings are discussed within existing research and implications for teacher preparation and in-service training programs are presented. (Contains 2 tables and 2 figures.)

This information brief describes some of the most common learning disabilities that can cause reading problems and lists organizations that can provide help. The paper first looks at types of learning disabilities in children and youth, categorized as input, integration, memory, and output disabilities. Methods of detecting and treating learning disabilities are explained. The paper then offers suggestions for parents in how to help their school-age children learn, and offers considerations for adults with reading and learning problems, including a description of the diagnostic process for adults. The paper's final section lists 13 readings for parents, 7 readings for adults, 18 readings for educators and other service providers, 9 national clearinghouses and government agencies, 7 national learning disabilities organizations, and 4 national literacy organizations. (JDD)

This booklet brings together one-page to two-page abstracts from research poster sessions held at a conference on learning disabilities. The 17 research abstracts are presented within four poster session categories: (1) research on assessment and characteristics of students with learning disabilities (with abstracts on handwriting, mainstreaming students with dyslexia, and executive functioning and phonological processing in attention deficit hyperactivity disorder and reading disability); (2) research on adolescents and adults with learning disabilities (with abstracts on prevention of sexual abuse, depression and anxiety in college students and rehabilitation clients, college programs, and prediction of university academic achievement); (3) research on instruction and treatment (with abstracts on language intervention with preschool children, alternative delivery systems, prevocational training, teaching language functions through the fine arts, biofeedback as a treatment for attention deficit disorders, and technological applications); and (4) a second session dealing with research on instruction and treatment (with abstracts on promising programs, university and public school partnerships, classwide peer tutoring, and improving reading comprehension and writing through content classes). (JDD)

This booklet brings together one-page to two-page abstracts from research poster sessions held at a conference on learning disabilities. The 17 research abstracts are presented within four poster session categories: (1) research on assessment and characteristics of students with learning disabilities (with abstracts on handwriting, mainstreaming students with dyslexia, and executive functioning and phonological processing in attention deficit hyperactivity disorder and reading disability); (2) research on adolescents and adults with learning disabilities (with abstracts on prevention of sexual abuse, depression and anxiety in college students and rehabilitation clients, college programs, and prediction of university academic achievement); (3) research on instruction and treatment (with abstracts on language intervention with preschool children, alternative delivery systems, prevocational training, teaching language functions through the fine arts, biofeedback as a treatment for attention deficit disorders, and technological applications); and (4) a second session dealing with research on instruction and treatment (with abstracts on promising programs, university and public school partnerships, classwide peer tutoring, and improving reading comprehension and writing through content classes). (JDD)

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The structural and curricular changes currently being experienced by British further education (FE) colleges pose special challenges for FE colleges committed to providing for vocational students with disabilities and learning difficulties. Despite great progress in the area of expanding the educational opportunities available to disabled persons, much work remains to be done to ensure that core skill requirements and the demands of external written tests do not deny access to a significant number of disabled learners. The effectiveness of frameworks for the progression of students with disabilities will depend largely on the attitudes of their parents and the professionals and employers involved in their training. Partnerships remain crucial to ensuring the disabled students' progression to/achievement of National Vocational Qualifications. Formulation of flexible outcomes and individual action plans are also crucial to ensuring that disabled students have access to and achieve success in FE college programs. Regular developments in FE colleges are all relevant to learners with disabilities and learning disabilities, and advice on these topics is available in many Further Education Unit publications. (A sample action plan for FE colleges and action plan development worksheet are included.) (MN)

The structural and curricular changes currently being experienced by British further education (FE) colleges pose special challenges for FE colleges committed to providing for vocational students with disabilities and learning difficulties. Despite great progress in the area of expanding the educational opportunities available to disabled persons, much work remains to be done to ensure that core skill requirements and the demands of external written tests do not deny access to a significant number of disabled learners. The effectiveness of frameworks for the progression of students with disabilities will depend largely on the attitudes of their parents and the professionals and employers involved in their training. Partnerships remain crucial to ensuring the disabled students' progression to/achievement of National Vocational Qualifications. Formulation of flexible outcomes and individual action plans are also crucial to ensuring that disabled students have access to and achieve success in FE college programs. Regular developments in FE colleges are all relevant to learners with disabilities and learning disabilities, and advice on these topics is available in many Further Education Unit publications. (A sample action plan for FE colleges and action plan development worksheet are included.) (MN)

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews lasting 40 minutes. A total of 11 student participants with LD and/or ADHD were interviewed. Student participants were enrolled in math, biology, and chemistry courses that utilized asynchronous online access of digital recordings. Interview data were individually analyzed and compared through a cross-case analysis. Students reported that the use of asynchronous online access enhanced their learning experiences according to six themes: clarity, organization, asynchronous access, convenience, achievement, and disability coping mechanism. (Contains 1 table.)

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews lasting 40 minutes. A total of 11 student participants with LD and/or ADHD were interviewed. Student participants were enrolled in math, biology, and chemistry courses that utilized asynchronous online access of digital recordings. Interview data were individually analyzed and compared through a cross-case analysis. Students reported that the use of asynchronous online access enhanced their learning experiences according to six themes: clarity, organization, asynchronous access, convenience, achievement, and disability coping mechanism. (Contains 1 table.)

The paper describes Stepping Stones Growth Center, which prepared handicapped students for transition into competitive employment. The origins of the program and its emphasis on functional skill training are reviewed, followed by a description of three levels of services: a "ready" class stressing basic skills, a "set" class emphasizing motivational training, and a "go" class which focuses on job readiness and eventual job placement. Both janitorial/grounds maintenance and food preparation classes are described, as are such ongoing activities as mobility training, money management, time management, and assertiveness training. Additional information addresses a timeline for transition and an individualized education program checklist. Extensive appendices contain several evaluation forms, course outlines, and publicity materials, including a newsletter. (CL)

The paper describes Stepping Stones Growth Center, which prepared handicapped students for transition into competitive employment. The origins of the program and its emphasis on functional skill training are reviewed, followed by a description of three levels of services: a "ready" class stressing basic skills, a "set" class emphasizing motivational training, and a "go" class which focuses on job readiness and eventual job placement. Both janitorial/grounds maintenance and food preparation classes are described, as are such ongoing activities as mobility training, money management, time management, and assertiveness training. Additional information addresses a timeline for transition and an individualized education program checklist. Extensive appendices contain several evaluation forms, course outlines, and publicity materials, including a newsletter. (CL)

This study examined the performance of 48 students (mean age 10 years, 6 months) referred for evaluation of learning disabilities with the Wechsler Individual Achievement Test (WIAT) and the Woodcock-Johnson Psychoeducational Battery-Revised Tests of Achievement (WJ-R). The student sample consisted of 33 males and 15 females, all attended schools in a midwest, rural school system. The WIAT and WJ-R were administered in counterbalanced order. Mean scores on the WIAT composites ranged from 80.32 (writing composite) to 99.24 (language composite) and on the WJ-R clusters from 83.64 (basic writing skills) to 96.93 (mathematics reasoning). Pearson product moment correlations were significant for the WIAT reading construct (with the WJ-R scores of broad reading, basic reading skills, and reading comprehension) and for the WIAT mathematics composite (with the WJ-R scores of broad mathematics and mathematics reasoning). WIAT scores were significantly lower than WJ-R scores. Implications of specific differences in subtests between the two test batteries for use with students having learning disabilities are discussed. (DB)

This study examined the performance of 48 students (mean age 10 years, 6 months) referred for evaluation of learning disabilities with the Wechsler Individual Achievement Test (WIAT) and the Woodcock-Johnson Psychoeducational Battery-Revised Tests of Achievement (WJ-R). The student sample consisted of 33 males and 15 females, all attended schools in a midwest, rural school system. The WIAT and WJ-R were administered in counterbalanced order. Mean scores on the WIAT composites ranged from 80.32 (writing composite) to 99.24 (language composite) and on the WJ-R clusters from 83.64 (basic writing skills) to 96.93 (mathematics reasoning). Pearson product moment correlations were significant for the WIAT reading construct (with the WJ-R scores of broad reading, basic reading skills, and reading comprehension) and for the WIAT mathematics composite (with the WJ-R scores of broad mathematics and mathematics reasoning). WIAT scores were significantly lower than WJ-R scores. Implications of specific differences in subtests between the two test batteries for use with students having learning disabilities are discussed. (DB)

This resource paper provides information about postsecondary programs for young adults with substantial learning disabilities and other special needs. The introductory section outlines characteristics of the population and components of successful educational programs. Subsequent sections include guidelines for recognizing the young person's strengths and weaknesses and recommendations for teaching them independent living skills. Another section, addressed to the young adult, helps the student assess his or her job readiness skills, work habits, and independent living skills. The paper is designed to be read by the young adult and then to serve as a basis for discussion with parents or other advisers. Several postsecondary programs for young adults with learning disabilities are listed and briefly described, within the categories of residential programs, campus-based programs, vocational day programs, and social skills training programs. Final sections list employment information sources and selected publications. (JDD)

This resource paper provides information about postsecondary programs for young adults with substantial learning disabilities and other special needs. The introductory section outlines characteristics of the population and components of successful educational programs. Subsequent sections include guidelines for recognizing the young person's strengths and weaknesses and recommendations for teaching them independent living skills. Another section, addressed to the young adult, helps the student assess his or her job readiness skills, work habits, and independent living skills. The paper is designed to be read by the young adult and then to serve as a basis for discussion with parents or other advisers. Several postsecondary programs for young adults with learning disabilities are listed and briefly described, within the categories of residential programs, campus-based programs, vocational day programs, and social skills training programs. Final sections list employment information sources and selected publications. (JDD)

This study adapted the Cognitive Strategy in Writing (CSIW) program, which had been effectively used with elementary students with learning disabilities (LD), to an older population of students. CSIW embodies three guiding principles: (1) effective writing is seen as a holistic enterprise involving the processes of planning, organizing, writing, editing, and revising; (2) teachers scaffold students' use of specific writing strategies; and (3) students write for authentic purposes and real audiences and collaborate with each other. Subjects included seven junior high and high school students with diagnosed LD and demonstrated difficulties with written expression. The students learned CSIW and practiced the strategies on two text structures (one requiring explaining a process and the other discussing what they know about a topic) over the course of a school year. Pretest and posttest assessments of overall quality, structure-specific primary traits, paper length, and reader sensitivity indicated improvement in students' writing during the year. T-tests demonstrated that students showed significant improvement on all measures of their writing ability. These findings affirmed the value of this writing approach for adolescents with LD. Appendixes include strategy "think sheets" and a sample pretest and posttest paper. (Contains 36 references.) (DB)

Many students started the 2020 school year a little behind academically, but students with disabilities have been especially impacted by the pandemic. With the added benefit of federal stimulus funds, we wanted to know: What can schools to do support students with disabilities as they start planning for next year? And what, if anything, can schools learn from pandemic-driven innovations to narrow long-standing opportunity gaps? To learn more about how charter schools were serving students with disabilities during the pandemic, we interviewed leaders, teachers, staff, and families in three charter schools in Washington state. We identified six specific practices that took hold during the pandemic--practices that interviewees said helped students maintain academic progress: (1) Kicking off the year with a multigrade "intersession" to prepare students academically and socially; (2) Leveraging new technology to support the learning needs of students with disabilities; (3) Dedicating time for special educators and general educators to collaborate; (4) Allowing for "open time" during the day for intervention and acceleration; (5) Combining mastery-based grading policies with interventions; and (6) Collaborating with families through streamlined and regular communication. These schools have shown that students with disabilities can be supported to achieve at high levels, even in the midst of a global pandemic. The new challenge for educators everywhere is to keep up the momentum, try new ideas, and to build upon their efforts.

Episode # 4b Mind Matters With Ryan Thompson Md & Kim Thompson Learning Disabilities 1

Episode # 4b Mind Matters With Ryan Thompson Md & Kim Thompson Learning Disabilities 1

The bibliography contains a variety of subject matter focusing on, but not necessarily limited to, the topic of learning disabilities. Included are 351 articles dating from 1959 to 1968, 148 books ranging from 1926 to 1968, 60 booklets from 1956 to 1968, 37 testing materials dating from 1955 to 1967, 42 catalogs from 1967 to 1968, 36 video tapes, 28 audio tapes, 11 bibliographies, 10 directories, 12 films, and four records. (JM)

The bibliography contains a variety of subject matter focusing on, but not necessarily limited to, the topic of learning disabilities. Included are 351 articles dating from 1959 to 1968, 148 books ranging from 1926 to 1968, 60 booklets from 1956 to 1968, 37 testing materials dating from 1955 to 1967, 42 catalogs from 1967 to 1968, 36 video tapes, 28 audio tapes, 11 bibliographies, 10 directories, 12 films, and four records. (JM)

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students, of whom 85 were students with LD. Based on sociometric analyses of all participating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected, students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students' social skills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.

This report provides an account of the Comprehensive Learning Program, an experimental program in literacy provided to adults by Fordham University's School Consultation Center (New York). The program targeted learning-disabled adults whose lack of literacy skills resulted in unemployment or significant underemployment. The program's design incorporated the following elements: (1) comprehensive planning for a broad range of problems; (2) specific delineation of intervention goals and priorities for both clients and staff members; (3) broad-based assessment of clients' strengths and needs; (4) vocational and other adult life-related content; (5) emotional support to sustain clients through program completion; and (6) use of skilled volunteer tutors. The report describes the program's research background, operation, screening, diagnosis, client characteristics, tutor training procedures, educational intervention, vocational counseling, and emotional support. The program was evaluated by analyzing retest results and qualitative findings in three intervention areas: educational achievement, vocational maturity, and emotional adjustment. Appendixes provide materials used in program administration. (Includes 35 references and a list of 11 tests and teaching materials.) (JDD)

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.

Includes bibliographies

Includes bibliographies

Includes bibliographies

Journal of Learning Disabilities January-December 2005: Volume 38 , Issue Index. Digitized from IA1566731-06 . Previous issue: sim_journal-of-learning-disabilities_november-december-2004_37_6 . Next issue: sim_journal-of-learning-disabilities_january-february-2005_38_1 .

Journal of Learning Disabilities January-December 2005: Volume 38 , Issue Index. Digitized from IA1566731-06 . Previous issue: sim_journal-of-learning-disabilities_november-december-2004_37_6 . Next issue: sim_journal-of-learning-disabilities_january-february-2005_38_1 .