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  Subjects -> EDUCATION (Total: 1956 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1654 journals)
    - HIGHER EDUCATION (126 journals)
    - ONLINE EDUCATION (30 journals)
    - SCHOOL ORGANIZATION (13 journals)


Showing 1 - 35 of 35 Journals sorted alphabetically
Ankara University Faculty of Educational Sciences Journal of Special Education     Open Access  
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 8)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Clinical Psychology and Special Education     Open Access   (Followers: 3)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 2)
Exceptional Children     Full-text available via subscription   (Followers: 8)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal   (Followers: 2)
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 11)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 14)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 3)
Journal of Gifted Education Research     Open Access   (Followers: 8)
Journal of Language Teaching and Research     Open Access   (Followers: 29)
Journal of Nonformal Education     Open Access   (Followers: 1)
Journal of Special Education Technology     Full-text available via subscription   (Followers: 1)
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 5)
Jurnal Ortopedagogia     Open Access   (Followers: 2)
Learning & Perception     Full-text available via subscription   (Followers: 4)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 6)
Learning Disability Quarterly     Hybrid Journal   (Followers: 18)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 3)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 46)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover
Learning Disabilities : A Multidisciplinary Journal
Number of Followers: 6  
  Full-text available via subscription Subscription journal
ISSN (Print) 1046-6819 - ISSN (Online) 2374-7846
Published by Sagamore Publishing LLC Homepage  [8 journals]
  • Special Educator Teacher Candidate Preparation in Reading: A Statewide
    • Authors: Nicole Fenty, Christine Uliassi
      Abstract: A majority of students recommended for special education services struggle with reading. It is therefore imperative that teachers are prepared to address the needs of these students. The purpose of this study was to examine special education teacher candidates’ beliefs, feelings of self-efficacy, and knowledge surrounding reading. Researchers surveyed teacher candidates across several pre-service special education preparation programs in a northeastern state. Findings suggest that teacher candidates believe they need additional training in reading. Implications for teacher education and future research are also provided.Subscribe to LDMJ
      PubDate: 2018-02-07
      DOI: 10.18666/LDMJ-2018-V23-I1-8568
      Issue No: Vol. 23, No. 1 (2018)
  • Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for
           Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical
           Literacy Learners
    • Authors: Kathleen Nielsen, Sheila Henderson, Anna L. Barnett, Robert D. Abbott, Virginia Berninger
      Abstract: Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current study did. Parents completed normed Movement Assessment Battery for Children Checklist, 2nd edition (ABC-2), ratings and their children in grades 4 to 9 (M = 11 years, 11 months; 94 boys, 61 girls) completed diagnostic assessment used to assign them to diagnostic groups: control typical language learning (N = 42), dysgraphia (impaired handwriting) (N = 29), dyslexia (impaired word decoding/reading and spelling) (N = 65), or oral and written language learning disability (OWL LD) (impaired syntax in oral and written language) (N = 19). The research aims were to (a) correlate the Movement ABC-2 parent ratings for Scale A Static/Predictable Environment (15 items) and Scale B Dynamic/ Unpredictable Environment (15 items) with reading and writing achievement in total sample varying within and across different skills; and (b) compare each specific learning disability group with the control group on Movement ABC-2 parent ratings for Scale A, Scale B, and Scale C Movement-Related (Non-Motor Executive Functions, or Self-Efficacy, or Affect) (13 items). At least one Movement ABC-2 parent rating was correlated with each assessed literacy achievement skill. Each of three specific learning disability groups differed from the control group on two Scale A (static/predictable environment) items (fastens buttons and forms letters with pencil or pen) and on three Scale C items (distractibility, overactive, and underestimates own ability); but only OWL LD differed from control on Scale B (dynamic/unpredictable environment) items. Applications of findings to assessment and instruction for students ascertained for and diagnosed with persisting specific learning disabilities in literacy learning, and future research directions are discussed.Subscribe to LDMJ
      PubDate: 2018-02-07
      DOI: 10.18666/LDMJ-2018-V23-I1-8449
      Issue No: Vol. 23, No. 1 (2018)
  • Personal Narratives of African American Students with Learning
           Disabilities: Challenging “Privileged” Patterns'
    • Authors: Dorota Celinska
      Abstract: Overrepresentation of African American students in special education has been related to the unfavorable academic outcomes and achievement gap for these students. In a search for a comprehensive account of the roots of these perpetuating concerns, narrative skills are of importance because of their relation to reading achievement and school engagement. Research on narrative performance of African American students with learning disabilities is scarce and possibly preventive of in depth understanding of these students’ unique, often culture-based, language and academic strengths and needs. This study compares personal narratives of African American and European American students with learning disabilities using two approaches: one traditionally favored in schools and one in accord with narrative styles of some African American communities. The participants were 41 school-identified students with learning disabilities in 4-7 grades from 15 urban and suburban schools. The results indicate that two groups are equally capable of producing personal narratives using the majority of narrative patterns of both narrative approaches. The minimal differences between the groups may be attributed to the culture-based preferences well documented in students without disabilities. Implications of recognizing the unique narrative profile of African American students with learning disabilities are discussed.Subscribe to LDMJ
      PubDate: 2018-02-07
      DOI: 10.18666/LDMJ-2018-V23-I1-8420
      Issue No: Vol. 23, No. 1 (2018)
  • Evaluating Calculators as Accommodations for Secondary Students With
    • Authors: Erin Kae Bone, Emily C. Bouck
      Abstract: Students with disabilities often struggle with grade-level mathematics without appropriate support and accommodations. This study compared the performance of middle school students with disabilities on computational-based mathematics assessments when they had access to calculators and when they did not. Using a single-case ABAB design, data were collected on the number of problems attempted, the number of problems (or parts of problems) correctly answered, and, when given access, the number of problems on which students used calculators. In general, students attempted most problems regardless of the availability of a calculator but earned more points when they had access to and used a calculator. Although students indicated positive perspectives in terms of calculator use, most students used a calculator on less than half of the intervention problems. Future research is needed to examine the reasons students choose not to use calculators as well as the specific types of problems they find the calculator most helpful. Subscribe to LDMJ
      PubDate: 2018-02-07
      DOI: 10.18666/LDMJ-2018-V23-I1-8437
      Issue No: Vol. 23, No. 1 (2018)
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