How effective are the supports for students with learning disabilities

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Issue Date
2016-04-29
Authors
Ewings, Jack
Advisor
Sayman, Donna
Citation

Ewings, Jack. 2016. How effective are the supports for students with learning disabilities. --In Proceedings: 12th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 46

Abstract

When students with Learning Disabilities (LD) are placed in an inclusion class they, along with the teachers, face many challenges. Providing support for these students can be complicated and confusing. The purpose of this research study was to examine the effectiveness of special education supports and services for students with LD that are in an inclusive classroom. Data was collected from quantitative, qualitative and observational studies that implemented inclusion at the middle school level. The study found that different implementation strategies effected student performance and attitudes about inclusion. Additional findings from research indicate that inclusion is effective in providing support when implemented correctly and with intentional planning. While most research that was examined showed positive effects for student performance, other research suggests that there is little to no difference in academic achievement. The results of this study can be used to implement effective support strategies in an inclusive classroom. Keywords: inclusion, effective, support, middle school, special education, collaboration, learning disabilities, academic performance, mild, moderate

Table of Content
Description
Presented to the 12th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 29, 2016.
Research completed at Department of Curriculum and Instruction, College of Education
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