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Direct linkMikyung Shin; Haerin Park; Eun Young Kang – Learning Disability Quarterly, 2025
There have been ongoing issues surrounding students with learning disabilities across different countries and cultures, including South Korea. This study aims to propose future education policies and practices for students with learning disabilities using Delphi surveys and topic modeling. To evaluate experts' responses and validate the…
Descriptors: Foreign Countries, Students with Disabilities, Learning Disabilities, Educational Policy
Cook, Sara Cothren; Rao, Kavita – Learning Disability Quarterly, 2018
Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by…
Descriptors: Learning Disabilities, Best Practices, Access to Education, Guidelines
Reed, Deborah K.; Cummings, Kelli D.; Allen, Elizabeth A.; Weiser, Beverly L.; Hott, Brittany L.; Smolkowski, Keith – Learning Disability Quarterly, 2014
The Council for Learning Disabilities' Research Committee hosted a "Must Read" session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013. Articles were selected in six areas relevant to learning disabilities research and practice: response to…
Descriptors: Synthesis, Learning Disabilities, Conferences (Gatherings), International Studies
Feiker Hollenbeck, Amy R. – Learning Disability Quarterly, 2013
This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…
Descriptors: Learning Disabilities, Reading Instruction, Reading Comprehension, Special Education Teachers
Griffin, Cynthia C.; League, Martha B.; Griffin, Valerie L.; Bae, Jungah – Learning Disability Quarterly, 2013
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics…
Descriptors: Accountability, Beginning Teachers, Mathematics Education, Mathematics Instruction
Learning Disability Quarterly, 2011
The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…
Descriptors: Learning Disabilities, Student Evaluation, Disability Identification, Federal Legislation
Dudley-Marling, Curt – Learning Disability Quarterly, 2011
The dominant approach to research in learning disabilities utilizes experimental and quasi-experimental designs to identify the most effective instructional strategies for students with learning disabilities. Research is always undertaken from a point of view, yet the discourse on "what works?" is generally silent on how theoretical frameworks…
Descriptors: Educational Strategies, Quasiexperimental Design, Language Research, Learning Disabilities
King-Sears, Margaret – Learning Disability Quarterly, 2009
When educators hear the term "universal design for learning" (UDL), most associate it with technology. However, UDL is not solely about the use of technology in education. UDL is also about the pedagogy, or instructional practices, used for students with and without disabilities. The concept of universal design, which originated in the field of…
Descriptors: Instructional Design, Learning Disabilities, Educational Technology, Access to Education
Murray, Christopher; Wren, Carol T.; Keys, Christopher – Learning Disability Quarterly, 2008
This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated…
Descriptors: Learning Disabilities, Factor Analysis, Correlation, Attitudes toward Disabilities
Peer reviewedLarsen, Steen – Learning Disability Quarterly, 1995
Questions of "quality" in the use of technology with children with learning disabilities are discussed, focusing on the need for basic pedagogical considerations; the impact of the computer on the learning process relative to factors of learner control, motivation, feedback type, graphics, and screen design; and use of computerized speech feedback…
Descriptors: Artificial Speech, Computer Assisted Instruction, Educational Practices, Educational Quality
Peer reviewedRojewski, Jay W. – Learning Disability Quarterly, 1992
Nine model transition programs for students with learning disabilities were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and…
Descriptors: Education Work Relationship, Educational Practices, Learning Disabilities, Models
Peer reviewedThurlow, Martha L.; And Others – Learning Disability Quarterly, 1984
Observation of 26 learning disabled elementary students' over two entire school days revealed such results as that instructional approaches varied according to service delivery level. However, no differences were found in students' opportunities to learn through active academic responding and that academic responding time was low for all students.…
Descriptors: Academic Achievement, Delivery Systems, Educational Practices, Elementary Education
Peer reviewedReid, D. Kim – Learning Disability Quarterly, 2001
Comments on the two previous articles (EC 628 520-521) support the studies' explorations of how at-risk students' and teachers' thinking help define the educational environment; raise questions about the possible complicating of unreported factors of race, class, and gender; and suggest that qualitative studies are needed to complement…
Descriptors: Academic Achievement, Educational Environment, Educational Practices, Elementary Secondary Education
Peer reviewedGreenwood, Charles R. – Learning Disability Quarterly, 1998
Comments on several papers addressing professional development and instructional improvement for students with learning disabilities in regular classrooms. It urges the linking and alignment of professional development, classroom practice, and changes in student performance with measurement and training that expect the influence of one on the…
Descriptors: Academic Achievement, Action Research, Classroom Research, Educational Practices
