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  Subjects -> EDUCATION (Total: 2212 journals)
    - ADULT EDUCATION (25 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (30 journals)
    - EDUCATION (1882 journals)
    - HIGHER EDUCATION (136 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (39 journals)

SPECIAL EDUCATION AND REHABILITATION (39 journals)

Showing 1 - 39 of 39 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: 8)
Clinical Psychology and Special Education     Open Access   (Followers: 4)
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: 3)
Exceptional Children     Full-text available via subscription   (Followers: 11)
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: 12)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 16)
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: 10)
Journal of ICSAR     Open Access  
Journal of Language Teaching and Research     Open Access   (Followers: 30)
Journal of Nonformal Education     Open Access   (Followers: 1)
Journal of Special Education and Rehabilitation     Open Access   (Followers: 23)
Journal of Special Education Technology     Full-text available via subscription   (Followers: 1)
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 6)
Jurnal Ortopedagogia     Open Access   (Followers: 2)
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa     Open Access  
Learning & Perception     Full-text available via subscription   (Followers: 4)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 8)
Learning Disability Quarterly     Hybrid Journal   (Followers: 20)
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  
Physical Disabilities : Education and Related Services     Open Access  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 4)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 49)
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)
Similar Journals
Journal Cover
Learning Disabilities : A Multidisciplinary Journal
Number of Followers: 8  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1046-6819 - ISSN (Online) 2374-7846
Published by Sagamore Publishing LLC Homepage  [8 journals]
  • Editor's Note: Overview of Articles in This Issue
    • Authors: Robin Church
      Abstract: Subscribe to LDMJ
      PubDate: 2019-05-02
      Issue No: Vol. 24, No. 1 (2019)
       
  • “My Dyslexia is Like a Bubble”: How Insiders with Learning
           Disabilities Describe Their Differences, Strengths, and Challenges
    • Authors: Rachel Lambert, Mina Chun, Jessie Davis, Key Lynn Ceja, Katie Aguilar, Pauline Moran, Lindsey Manset
      Abstract: Educational research undervalues the experiences of people with disabilities, including those with learning disabilities and/or dyslexia, whom we call insiders. In this study, we examined narratives pertaining to schooling from published memoirs and/or interviews with 30 insiders with learning disabilities or dyslexia. First, we describe how these insiders define learning disabilities. We found multiple definitions of learning disabilities (LD), from sharp divisions between “LDness” and “normal,” to conceptions of universal learner variability such as “everyone learns differently.” We also describe how insiders defined their gifts as learners, and the challenges they faced in schools. Insiders identified strengths around creative problem-solving, multimodal thinking, and persistence. Challenges in school involved learning how to read, difficulty memorizing disconnected facts and needing more time. Recommendations include designing instruction that builds on the cognitive gifts of those with learning disabilities and dyslexia while minimizing instruction that focuses on their challenges. Subscribe to LDMJ
      PubDate: 2019-05-02
      DOI: 10.18666/LDMJ-2019-V24-I2-8765
      Issue No: Vol. 24, No. 1 (2019)
       
  • A Mixed-Methods Investigation of Mindset, Grit, Optimism, and
           Self-Determination in Adolescents with Learning Disabilities and
           Differences
    • Authors: Elizabeth D. Tuckwiller, William R. Dardick, Elisabeth L. Kutscher
      Abstract: The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/ differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of self-determination, approximately 65%, was explained by the predictors (R2 = 0.65, F(4, 22)=10.01, p <.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. Subscribe to LDMJ
      PubDate: 2019-05-02
      DOI: 10.18666/LDMJ-2019-V24-I1-8849
      Issue No: Vol. 24, No. 1 (2019)
       
  • Preparing Students for Competent Use of Academic Testing Accommodations:
           Teachers’ Belief, Knowledge, and Practice
    • Authors: Lisa Beth Carey, Catherine Stephan, Alison E. Pritchard
      Abstract: Existing research suggests that students with ADHD may not receive the expected benefit from some testing accommodations. One possible explanation for this lack of benefit might be that students do not receive adequate instruction in and practice with testing accommodations to make them effective. The current study was designed to investigate teacher belief, knowledge, and practices that may influence the competent use of academic testing accommodations on the part of students. An anonymous survey of current classroom teachers (n = 240) representing the full range of roles and grade spans was conducted via social media platforms. Overall, teachers endorsed beliefs about testing accommodations most positively, followed by practice, then knowledge. Teacher role (i.e., special vs. general education teacher) and grade span taught were associated with beliefs, knowledge, and practice with regard to supporting competent student use of academic testing accommodations. Teacher training was positively associated with teacher knowledge regarding practices that are thought to best prepare students to use their testing accommodations with independence. These findings suggest that additional training may be needed, particularly for certain groups of teachers, in order to promote instructional practices that may improve the successful use of student academic testing accommodations. Subscribe to LDMJ
      PubDate: 2019-05-02
      DOI: 10.18666/LDMJ-2019-V24-I1-9021
      Issue No: Vol. 24, No. 1 (2019)
       
  • Sleep Factors May Contribute Indirectly to Association between Symptoms of
           Attention-Deficit/Hyperactivity Disorder (ADHD) and Impulsivity and Future
           Orientation Among College Students
    • Authors: Jane F. Gaultney, Hannah D. Peach, Manju Banerjee
      Abstract: Both ADHD and poor sleep are associated with deficits in prefrontal cortex functioning, and related executive processes (e.g. directing attention, judgement and decision-making). The present study examined whether sleep factors provided an indirect link between certain symptoms of ADHD and impulsivity or future orientation among college students. Several aspects of impulsivity were considered, including motor impulsivity, non-planning, and attentional impulsivity. Symptoms of ADHD and attentional impulsivity showed a significant indirect effect via risk for sleep disorder and sleep quality, but not through daytime sleepiness, sleep duration, or sleep consistency. Motor impulsivity was indirectly predicted through sleep quality only, and non-planning impulsivity produced no significant indirect effects. Future orientation was indirectly predicted by risk for sleep disorder and daytime sleepiness. One implication of these data is that this population should be screened for sleep issues and referred for treatment as needed. The present data do not indicate whether improving sleep (e.g., diagnosing and treating a sleep disorder, addressing counterproductive sleep hygiene practices) would improve impulsivity or lack of future orientation associated with ADHD, but rather reinforces the need to consider sleep issues when identifying or treating individuals with such disabilities. Implications for postsecondary disability services providers is discussed.Subscribe to LDMJ
      PubDate: 2019-05-02
      DOI: 10.18666/LDMJ-2019-V24-I1-9146
      Issue No: Vol. 24, No. 1 (2019)
       
  • Screening for Learning Difficulty Using Teacher Ratings on the Colorado
           Learning Difficulties Questionnaire
    • Authors: Taylor A. Koriakin, Mark D. McCurdy, Alison E. Pritchard, T. Andrew Zabel, Lisa A. Jacobson
      Abstract: The present study examined clinical utility of teacher ratings on the Colorado Learning Difficulties Questionnaire (CLDQ) learning difficulties screening within a referred, school-aged sample (N=519, 5-18 years). Of this sample, 419 youth had CLDQ reading scale scores from a reading or general education teacher, and 338 had CLDQ math scale ratings from a math or general education teacher. Sensitivity, specificity and receiver operating characteristic (ROC) curves were examined for specific reading and math difficulties (achievement SS<85). Cut-scores were identified to maximize sensitivity (reading: 60–91%; math: 85–89%), but specificity was low (reading: 60–64%, math: 47–48%); AUCs ranged from .70-.87 for reading and .75-.77 for math. Discrimination was comparable in an elementary subsample. Conditional probabilities suggested CLDQ ratings more accurately predicted children without learning difficulties (i.e., true negatives) than with learning difficulties. Parent and teacher ratings were well correlated (r =.71), but addition of teacher ratings improved classification accuracy and model fit (p <.001) across domains. Furthermore, CLDQ teacher ratings were helpful in reducing false positives based upon parent ratings alone. Findings suggest teacher ratings via CLDQ can be used to screen children at risk for learning difficulties, with teacher ratings showing added value over and above parent ratings. Subscribe to LDMJ
      PubDate: 2019-05-02
      DOI: 10.18666/LDMJ-2019-V24-I1-9355
      Issue No: Vol. 24, No. 1 (2019)
       
 
 
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