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Direct linkHansen, Alexandria; Gribble, Jim; Moran, Amber; Hansen, Eric; Harlow, Danielle – Science and Children, 2021
In an increasingly digital world, the elementary school students of today who learn to program will be positioned to re-imagine and build the future. As educators, it is essential to consider how such an important skill is made accessible for a diverse range of students, including those diagnosed with learning disabilities. In this article, the…
Descriptors: Science Instruction, Elementary School Science, Programming, Grade 4
Ratcliff, Corbet C.; Anderson, Susan E. – Computers in the Schools, 2011
In this case study, a group of nine 4th grade children were introduced to the Logo programming language during three 90-minute sessions over a four-week period. They attended a private university-based laboratory school serving students with various learning disabilities. This project demonstrated that a classic version of Logo captured the…
Descriptors: Laboratory Schools, Mild Disabilities, Programming Languages, Learning Disabilities
Hammond, Rachel K.; Campbell, Jonathan M.; Ruble, Lisa A. – Exceptionality, 2013
The Response to Intervention (RTI) framework, a preventive model of universal screening, tiered interventions, and ongoing progress monitoring, poses an interesting consideration for identification and service delivery for children with autism spectrum disorders (ASD). Upon examination of the existing literature, paucity exists regarding how RTI…
Descriptors: Identification, Evidence, Autism, Response to Intervention
Dunn, Michael; Browning, Ruth – Learning Disabilities: A Multidisciplinary Journal, 2012
Many schools across the United States and Canada are now implementing response-to-intervention (RTI) as a means to address the needs of students who struggle with reading, writing, or math by using dual discrepancy (i.e., low ability and little to no progress over time with targeted intervention programming) as a means to classify for learning…
Descriptors: Learning Disabilities, Literacy, Foreign Countries, Response to Intervention
Dunn, Michael W. – Learning Disabilities: A Multidisciplinary Journal, 2010
A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…
Descriptors: Intervention, Learning Disabilities, Reading Failure, Disability Identification
