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Showing 1 - 35 of 35 Journals sorted alphabetically
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 9)
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: 1)
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: 9)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 15)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 1)
Journal of Gifted Education Research     Open Access   (Followers: 7)
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: 22)
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: 5)
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: 28)
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
  [6 followers]  Follow
   Full-text available via subscription Subscription journal
   ISSN (Print) 1046-6819 - ISSN (Online) 2374-7846
   Published by Sagamore Publishing LLC Homepage  [8 journals]
  • Laughter Filled the Classroom: Outcomes of Professional Development in
           Arts Integration for Elementary Teachers in Inclusion Settings
    • Authors: Katherine A. Koch, Janna Chevon Thompson
      Abstract: This qualitative study examined teachers’ experiences with an arts integration curriculum. This study considered the teachers’ perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and inclusion classrooms with children with learning disabilities. This study provided insight into the value of arts integration. It validated the advantages of arts integration professional development and noted that even on smaller scales it can be beneficial for students and teachers. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the direct perspectives of teachers involved in an arts integrated lesson. This study was an attempt to provide the teachers’ voices. The major means of collecting data were pre- and post-course survey. This study offers strategies to enhance educational practices for educators, arts advocates, and parents.Subscribe to LDMJ
      PubDate: 2017-08-14
      DOI: 10.18666/LDMJ-2017-V22-I2-8373
      Issue No: Vol. 22, No. 2 (2017)
  • The Reading Wars and Reading Recovery: What Educators, Families, and
           Taxpayers Should Know
    • Authors: Pamela Cook, Deborah R. Rodes, Kay L. Lipsitz
      Abstract: Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to “cover the expansion of Reading Recovery around the U.S.” (May, Sirinides, Gray, & Goldsworthy, 2016, p. 1). While one of the two goals of the study was to determine the long-term impact of Reading Recovery, this study, described by its authors as “highly successful” (p. 4), found a “not significant” long-term effect on students’ reading skills. Subsequent Reading Recovery publications have failed to mention this “not significant” effect. With the exception of year one of the study, there are no publicly available test score data for the students when they were in Grades 2 or 3. Further, it appears that the actual lowest achieving students (special education students, students retained in first grade, and others) were systematically excluded from Reading Recovery instruction. Overall, there is very limited evidence of Reading Recovery’s efficacy as an effective long-term reading intervention. We discuss the limitations of the Reading Recovery approach, how Reading Recovery can be improved, and strongly recommend that schools do not adopt this program unless it incorporates all components of evidence-based reading instruction.Subscribe to LDMJ
      PubDate: 2017-08-14
      DOI: 10.18666/LDMJ-2017-V22-I2-8391
      Issue No: Vol. 22, No. 2 (2017)
  • Flashcards and Guided Visual Vocabulary Practice: Experiences of Students
           With Learning Disabilities When Introduced to Concrete Spanish Nouns
    • Authors: Joshua B. L. Tolbert, Belinda Davis Lazarus, Kim Killu
      Abstract: Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed to support students with learning disabilities in academic content areas; prior research has suggested that such strategies contribute to successful completion of foreign language coursework for struggling learners. Accordingly, an initial study investigated the impact of an explicit, multisensory strategy called Guided Visual Vocabulary Practice (GVVP) in recalling English translations of concrete Spanish nouns. Progress of participants (n = 8) with GVVP was compared to performance with traditional flashcards in a single-subject, reversal design spanning a 10-week period. Student performance was assessed by tabulating the number of thematically grouped Spanish nouns correctly translated when presented orally from randomized lists. The findings indicated a moderate effect size (0.54) overall, but the largest impact with GVVP occurred among the three middle school participants included in the sample. An analysis of different aspects of the Spanish vocabulary words (cognates, number of syllables, initial letters) may have correlated with student performance is included, as are implications for future research and instructional practice.Subscribe to LDMJ
      PubDate: 2017-08-14
      DOI: 10.18666/LDMJ-2017-V22-I2-8111
      Issue No: Vol. 22, No. 2 (2017)
  • Early Literacy Teacher Preparation: One University’s Perspective
    • Authors: Carolyn Berenato, Lori Severino
      Abstract: Colleges and universities can have an impact on the entire field of education when preparing teachers for one of the most challenging part of the job: teaching literacy. When teachers are properly trained and have a toolbox of strategies and teaching techniques to use, they can have a tremendous impact on student learning. In teacher preparation courses, pre-service teachers have the opportunity to learn content and pedagogy while field experiences allow them to practice their newly learned skills. This study explores what instruction teachers need to have, in order to teach reading effectively, especially when teaching students who struggle with literacy. Coletti (2013) refers to these students as SEEDS students: Struggling readers and learners from all social groups, Economically disadvantaged youngsters, English language learners, Dyslexic students and Specific learning disabilities and language impairments. The purpose of this research was to explore one university’s students’ perspectives on an early literacy teacher preparation.Subscribe to LDMJ

      PubDate: 2017-08-14
      DOI: 10.18666/LDMJ-2017-V22-I2-8062
      Issue No: Vol. 22, No. 2 (2017)
  • A Revised Embedded Planning Tool for Intensive Reading Instruction
    • Authors: Yan Wei, Allison Lombardi, Brandi Simonsen, Michael Coyne, Michael Faggella-Luby, Jennifer Freeman, Devin Kearns
      Abstract: A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education.Subscribe to LDMJ
      PubDate: 2017-08-14
      DOI: 10.18666/LDMJ-2017-V22-I2-8274
      Issue No: Vol. 22, No. 2 (2017)
  • Editor’s Note: Overview of Articles in This Issue
    • Authors: Robin Church
      Abstract: Subscribe to LDMJ
      Issue No: Vol. 22, No. 2
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