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Jenny Mizrahi Education 7202 Fall 2010

Jenny Mizrahi Education 7202 Fall 2010. Creating a Better Classroom Environment for Students with Learning Disabilities. Table of Contents. Introduction Statement of the Problem, Literature Review, & Statement of Hypothesis Methods

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Jenny Mizrahi Education 7202 Fall 2010

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  1. Jenny MizrahiEducation 7202Fall 2010 Creating a Better Classroom Environment for Students with Learning Disabilities

  2. Table of Contents • Introduction • Statement of the Problem, Literature Review, & Statement of Hypothesis • Methods • Participants, Instruments, Experimental Design, Internal & External Validity, Procedure • Results • Discussion • Implications • References

  3. Statement of the Problem • When considering the fact that not all children learn the same way and at the same pace, teachers need to find a good teaching method for their class in which include students with learning disabilities. Educators today are trying to find successful ways to teach students with learning disabilities. But is there a “best” approach when teaching learning disabled students? Can technology really help learning disabled students improve in school?

  4. Literature Review • Creating a comfortable and positive classroom environment for LD students (Berry, 2006; Westby, 1997; Klotz 2004; Regan, 2009; Wormeli, 2003; Bergin & Bergin, 2009) • Improving teachers’ and students’ perceptions about LD students in the mainstream classroom (Klotz, 2004; Bear, Minke, Griffin, & Deemer, 1998; Begeny, Eckert, Montarello, & Storie, 2008)

  5. Literature Review (con’t) • Changing LD students’ perceptions about themselves and their academic achievement (Myles & Simpson, 2001; Beltempo & Achille, 1990; Kern, Hilt-Panahon, & Sokol, 2009) • Theorist and practitioner who affected education system today • John Dewey (Westbrook, 1993) • Maria Montessori (Brehony, 2000)

  6. Literature Review (con’t) • Integrating technology in the classroom and at home (Berninger, Abbott, Augsburger, & Garcia, 2009; Jeffs, Behrmann, & Bannan-Ritland, 2006; Miller, Fitzgerald, Koury, Mitchem, & Hollingsead, 2007; van Daal, & van derLeij, 1992; Smith, n.d.; Frengut, 2004) • Assistive Technology tools (Jeffs, et. al., 2006) • KidTools(Miller, et. al., 2007)

  7. Literature Review (con’t) • Integrating the use of different verbal communications between peers and teachers (Berry, 2006; Charlton, Williams, & McLaughlin, 2005; Cihak, Kirk, & Boon, 2009; Kugelmass, 1995; Scala, 1993) • Whole-Class Lessons (Berry, 2006) • Educational Games: i.e. word puzzles, card games, board games (Charlton, 2005)

  8. Literature Review (con’t) • Positive Peer “Tootling”: students tattle-tale positive behaviors of their peers instead of reporting on negative behaviors(Cihak, et. al., 2009) • Foxfire approach (Kugelmass, 1995)

  9. Statement of Hypothesis • HR1: Using technology (i.e. computers, internet, etc.) in a third-grade classroom of 16 LD and EBD students at P.S. X in Brooklyn, NY over a five-week period, twice a week for 30 minutes a day will improve their literacy skills.

  10. Method • Participants (N): Sixteen third-graders at P.S. X in Brooklyn, New York will participate in this study. The participants will include eight boys and eight girls. The participants included have a learning disability and/or an emotional and/or behavioral disorder

  11. Method (con’t) • Instruments: Consent forms for the principal (appendix A) and parents/guardian (appendix B). Demographic/frequency surveys for parents (appendix C) and participants(appendix D). The treatment given to participants(appendix E). Questionnaires given to participants (appendix F).

  12. Method (con’t) • Experimental Design: • Pre-experimental Design: One-shot case study • Not randomly assigned single group • Symbolic Design: XO

  13. Method (con’t) • Threats to Internal Validity: • History; Testing/Pre-test Sensitization; Instrumentation; Selection-Maturation Interaction • Threats to External Validity: • Ecological validity; Pretest-treatment; Selection-treatment interaction; Experimenter effects; Hawthorne effect; Novelty effect

  14. Method (con’t) • Procedure: • Principal consent form (Oct. 2010) Parent consent form (Oct. 2010) Parent & Student demographic/ frequency survey (Oct. 2010) Treatment (end Oct. 2010-mid Nov. 2010) Student questionnaire (end Nov. 2010)

  15. Results

  16. Results (con’t)

  17. Discussion • Techniques to make LD students feel more comfortable in the classroom (Klotz, 2004; Berry, 2006; Westby, 1997; Regan, 2009; Wormeli, 2003). • Using technology in the classroom (Smith, n.d.; Frengut, 2004; Miller et al, 2007; Jeffs et al, 2006; Berninger, et al, 2009; van Daal & van derLeij, 1992). • Verbal communication between peers and teachers (Kugelmass, 1995; Charlton et al, 2005; Cihak, Kirk, & Boon, 2009; Scala, 1993; Berry, 2006).

  18. Discussion (con’t) • Conducted research based on problem and hypothesis: can technology help improve the literacy skills of 16 third-grade students with learning disabilities at PS X in Brooklyn, NY? • Results show they improved when typing and handwriting the second time but improved better when handwriting versus typing. • Computers were a great motivational tool for the students to improve in the writing skills.

  19. Implications • Continue doing research to see the effect on LD students’ literacy skills • Can other and newer technology improve literacy skills, too? • Research could have been longer • Research could have included two groups (LD & LD or LD & non-LD) instead of one group

  20. References • Bear, G. G., Minke, K. M., Griffins, S. M., & Deemer, S. A. (1998). Achievement-Related Perceptions of Children with Learning Disabilities and Normal Achievement: Group and Developmental Differences. Journal of Learning Disabilities, 31(1), 91-104. • Begeny, J. C., Eckert, T. L., Montarello, S. A., & Storie, M. S. (2008). Teachers’ Perceptions of Students’ Reading Abilities: An Examination of the Relationship Between Teachers’ Judgments and Students’ Performance Across a Continuum of Rating Methods. School Psychology Quarterly, 23(1), 43-55. • Beltempo, J., & Achille, P. A. (1990). The Effect of Special Class Placement on the Self-Concept of Children with Learning Disabilities. Child Study Journal, 20(2), 81-103. • Bergin, C., & Bergin, D. (2009, June 30). Relationships Improve Student Success. Education Psychology Review. Retrieved from http://www.sciencedaily.com/releases/2009/06/090630132009.htm

  21. References (con’t) • Berninger, V. W., Abbott, R. D., Augsburger, A., Garcia, N. (2009). Comparison of Pen and Keyboard Transcription Modes in Children With and Without Learning Disabilities. Learning Disability Quarterly, 32(3), 123-141. • Berry, R. A. W. (2006). Teacher Talk During Whole-Class Lessons: Engagement Strategies to Support the Verbal Participation of Students with Learning Disabilities. Learning Disabilities Research and Practice, 21(4), 211-232. • Brehony, K. J. (2000). Montessori, Individual Work and Individuality in the Elementary School Classroom. History of Education, 29(2), 115-128. • Charlton, B, Williams, R. L., McLaughlin, T. F. (2005). Educational Games: A Technique to Accelerate the Acquisition of Reading Skills of Children with Learning Disabilities. International Journal of Special Education, 20(2), 66-72.

  22. References (con’t) • Cihak, D. F., Kirk, E. R., Boon, R. T. (2009). Effects of Classwide Positive Peer “Tootling” to Reduce Disruptive Classroom Behaviors of Elementary Students with and without Disabilities. Journal of Behavioral Education, 18(4), 267-278. • Frengut, R. (2003). Social Acceptance of Students with Learning Disabilities. Retrieved from http://ldaamerica.org/aboutld/teachers/social_emotional/socialacceptance.asp • Jeffs, T., Behrmann, M., Bannan-Ritland, B. (2006). Assistive Technology and Literacy Learning: Reflections of Parents and Children. Journal of Special Education Technology, 21(1), 37-44. • Kaderavek, J. N., & Justice, L. (2000). Children with LD as Emergent Readers: Bridging the Gap to Conventional Reading. Intervention in School and Clinic, 36(2), 82-93.

  23. References (con’t) • Kern, L., Hilt-Panahon, A., & Sokol, N. G. (2009). Further Examining the Triangle Tip: Improving Support for Students with Emotional and Behavioral Needs. Psychology in the Schools, 46(1), 18-32. • Klotz, M. B. (2004, February). Help Kids Welcome Disabled Students. The Education Digest, 69(6), 41-42. • Kugelmass, J. W. (1995). Educating Children with Learning Disabilities in Foxfire Classrooms. Journal of Learning Disabilities, 28(9), 545-553. • Miller, K. J., Fitzgerald, G. E., Koury, K. A., Mitchem, H. J., Hollingsead, C. (2007). KidTools: Self-Management, Problem-Solving, Organizational, and Planning Software for Children and Teachers. Intervention in School and Clinic, 43(1), 12-19.

  24. References (con’t) • Myles, B. S., & Simpson, R. L. (1990). Mainstreaming Modification Preferences of Parents of Elementary-Age Children with Learning Disabilities. Journal of Learning Disabilities, 23(4), 234-239. • Regan, K. S. (2009). Improving The Way We Think About Students With Emotional and/or Behavioral Disorders. Teaching Exceptional Children, 41(5), 60-65. • Sanacore, J. (1999). Encouraging Children to Make Choices About Their Literacy Learning. Intervention in School and Clinic, 35(1), 38-42. • Scala, M. A. (1993). What Whole Language in the Mainstream Means for Children with Learning Disabilities. Reading Teacher, 47(3), 222-229. • Smith, M. (n.d.) Strategies That Work. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=60&print=1

  25. References (con’t) • van Daal, V. H. P., van derLeij, A. (1992). Computer-Based Reading and Spelling Practice for Children with Learning Disabilities. Journal of Learning Disabilities, 25(3), 186-195. • Westbrook, R. B. (1993). John Dewey. Prospects: The Quarterly Review of Comparative Education, 23(1/2), 277-291. • Westby, C. (1997). There’s More To Passing than Knowing the Answers. Language, Speech, and Hearing Services in School, 28(3), 274-287. • Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements. Retrieved from http://www.ldonline.org/article/Differentiating_Instruction:_A_Modified_Concerto_in_ Four_Movements

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