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Showing 1 to 15 of 30 results Save | Export
Alturki, Nada – Online Submission, 2017
The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to…
Descriptors: English (Second Language), Second Language Learning, Learning Disabilities, Reading Comprehension
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Walker, L. D.; VanderPloeg, Merri Kae – Gifted Child Today, 2015
The authors describe a survey of graduates of a high school program for the academically gifted and argue that such data, both qualitative and quantitative, can add an important element to the evaluation of a program--in this case, a regional Governor's School--especially by using a Comparison group of high-achieving graduates of the same systems'…
Descriptors: Surveys, Academically Gifted, High School Students, High School Graduates
Roux, Catherine; Dion, Eric; Barrette, Anne – Canadian Journal of Education, 2015
Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M…
Descriptors: Reading Comprehension, Autism, Pervasive Developmental Disorders, Intervention
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Wong, Connie; Kasari, Connie – Journal of Autism and Developmental Disorders, 2012
The purpose of this study was to examine play and joint attention in children with autism (n = 27) as compared to children with other developmental delays (n = 28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism…
Descriptors: Disabilities, Special Education, Developmental Delays, Autism
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Shechtman, Zipora; Silektor, Anat – Roeper Review, 2012
This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…
Descriptors: Academically Gifted, Foreign Countries, Empathy, Interpersonal Competence
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Barrocas, Lisa; Cramer, Elizabeth D. – Journal of Urban Learning, Teaching, and Research, 2014
This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…
Descriptors: Hispanic American Students, Middle School Students, Learning Disabilities, Student Placement
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Cifci Tekinarslan, Ilknur; Sazak Pinar, Elif; Sucuoglu, Bulbin – Educational Sciences: Theory and Practice, 2012
The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in…
Descriptors: Behavior Problems, Age Differences, Hyperactivity, Mental Retardation
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Robertson, Janice C. – Journal for the Education of the Gifted, 2013
Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared adequate to…
Descriptors: Academically Gifted, Self Concept, Self Esteem, Gender Differences
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Blacher, Jan; Baker, Bruce L.; Eisenhower, Abbey S. – American Journal on Intellectual and Developmental Disabilities, 2009
Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…
Descriptors: Behavior Problems, Mental Retardation, Special Classes, Child Behavior
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Most, Tova – Journal of Deaf Studies and Deaf Education, 2007
This study examined the sense of coherence and loneliness of 19 children aged 12-14 years with severe to profound hearing loss. These feelings and their interrelations with speech intelligibility (SI) were examined in 2 settings: in special classes within regular schools (group inclusion) or individuals integrated into regular classes (individual…
Descriptors: Psychological Patterns, Early Adolescents, Deafness, Hearing Impairments
Preckel, Franzis; Brull, Matthias – Journal for the Education of the Gifted, 2008
This study analyzes the effects of ability grouping on self-concept measures in a sample of 211 German students in their 1st year at the top track of secondary school (grade level 5; mean age: 10.46 years). 156 students, 55% of whom were female, attended regular classes, while 46 students, of whom 33% were female, attended special classes for the…
Descriptors: Academically Gifted, Self Concept, Special Classes, Ability Grouping
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Christenson, Sandra L.; And Others – Learning Disability Quarterly, 1989
Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…
Descriptors: Comparative Analysis, Elementary Education, Mainstreaming, Mild Disabilities
Saint-Laurent, Lise; And Others – Education and Training in Mental Retardation, 1993
Comparison of the efficacy of integrating 41 elementary school students with moderate mental retardation into either regular classes, a special class with a community-based program, or a special class with a traditional developmental program found that, after 2 years, no single program was superior to the other 2. (Author/DB)
Descriptors: Community Based Instruction (Disabilities), Comparative Analysis, Developmental Programs, Elementary Education
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Cole, Kevin N.; And Others – Exceptional Children, 1991
This study of 100 children with mild and moderate disabilities and 24 normal children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Comparative Analysis, Disabilities
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Schutte, Nicola S.; Malouff, John M. – Journal of the First-Year Experience & Students in Transition, 2002
First-semester college students completed college transition courses which incorporated information on emotional, communication, and critical thinking skills. Their ability to understand, regulate, and harness emotions, and their retention rate, were higher than students completing a transition course lacking the emotional skills component. (EV)
Descriptors: Academic Persistence, Affective Behavior, College Attendance, College Freshmen
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