Sentences with phrase «learning disabilities received»

Three fifth graders with learning disabilities received instruction designed to help them incorporate three common planning strategies into their current approach to writing.

Compared with the general student population, students with mild or severe learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in small groups or with targeted instruction (McQuarrie, McRae, & Stack - Cutler, 2008).

Students diagnosed with dyslexia or other language - based learning disabilities receive instruction from trained reading therapists.

Not exact matches

We must extend to the person with a disability, that supportive community of acceptance, which can in turn receive and learn from such an individual.

About Barbara Barbara Nicholson, MEd, CEIM, received a master's degree in education from Stephen F. Austin State University and a bachelor's in education from North Texas State University, with Learning Disabilities certification from Texas Woman's University.

These symptoms can easily be mistaken for other disabilities such as autism or learning disabilities, so it's very important to ensure that the child receives a thorough evaluation by a certified speech - language pathologist.

The support the «Stand by me» campaign has had from chief constables is extremely encouraging, but this must filter down to frontline officers if people with a learning disability are to receive the service they deserve.

According to the study, 50 percent of the wealthiest students with a learning disability reported receiving accommodations; only 30 percent of low - income, working - class, and middle - class students with a learning disability said they received extra help.

A new study by the University of Iowa, however, found that only one third of undergraduates from 11 universities who reported having a learning disability were receiving accommodations.

College students who receive special accommodations because of a learning disability say they have less difficulty completing assignments and more contact with faculty outside of class than peers who don't receive extra help.

When controlling for other factors shown to prolong recovery time, such as a history of concussion or previous diagnosis of a learning disability, attention deficit hyperactivity disorder or depression, the researchers found that athletes who delayed reporting a concussion still took an average of five more days to receive medical clearance to return to play.

As a result, people with disabilities receive more effective rehabilitation — rehabilitation that restores mobility and the ability to think, learn, and remember.

I did attend school with other children like me; children who had «hidden handicaps» (students with learning disabilities, attention deficit disorders, etc.) We were shuffled into lower level programs and did not receive special services.

Back in 2004, the school had 21 students receiving services for learning disabilities and at the end of 2008 - 09, only 13.

Is it fair for children of the wealthy to receive accommodations without consequences while poor children with undiagnosed learning disabilities languish under the rigors of a timed SAT?

I received a grant from the Robbinsville Education Foundation called, Achieving Awareness of Learning Disabilities through the Language Arts Curriculum.»

What surprised us, though, was the number of thank - you e-mails we received from people with dyslexia and other learning disabilities.

It must ensure that all educational institutions that receive federal funding — which means 14,000 public school districts and more than 7,000 institutions of higher learning — comply with Title IV, Title IX, section 504 of the Rehabilitation Act of 1974 and Title II of the Americans with Disabilities Act, and the Age Discrimination Act of 1976.

A fair test of whether private schools are avoiding learning disabled students would compare the rates of learning disabilities when private schools are given the same additional resources to serve those children that public schools receive.

Credentialed Expert and Educational Consultant She received a Doctorate in Educational Psychology and Counseling from the University of San Francisco, an M.A. in Learning Disabilities and B.A. from the University of Santa Clara, and a Life Teaching Credential from San Jose State University.

If your child receives special services (gifted programs, special education, English classes, speech or occupational therapy, or support for a learning disability), ask about the frequency of these services and about your child's progress with them.

This was a girl who was receiving special education services for a learning disability.

As a result of evolving legislation and educational initiatives, today more than 95 percent of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in regular classrooms.

To the parents of a child with a learning disability, it may mean that their child will receive accommodations to the general curriculum and will have an opportunity to go to college.

Public schools expend considerable resources identifying children eligible for special services, both because they are under an obligation to provide those services and because they receive additional funds from federal and state governments if a child is identified as having a disability that affects their learning.

This progress is achieved when students with disabilities have access to grade level learning opportunities and also receive appropriate individually developed supports designed to assure progress.

Our goal is to guide educators and families in the large - scale implementation of RtI so that each child has access to quality instruction and that struggling students — including those with learning disabilities — are identified early and receive the necessary supports to be successful.

Let's say that a fourth grader named Maria receives special education services for a specific learning disability in reading.

Students receiving special education services are as different from each other as the members of any other group, assuming pre-determined levels of achievement based on disability status limits these students» opportunity to learn and diminishes the collective responsibility of adults to provide high quality instruction aligned with grade - level content to these students.

This model offers substantive promise for improving learning outcomes for students with disabilities and other traditionally marginalized populations who receive the majority of their classroom instruction in general education settings.

There are two distinct goals to our approach: (a) to promote access, participation, and learning for students with learning disabilities who receive the majority of their instruction in general education classrooms, and (b) to develop preservice teachers» abilities to identify efficacious technologies that will enhance students» transitions from school to work.

Equity, whereby identifiable groups of students (especially minorities) are not disproportionately found to be eligible for specific areas of disability, and / or do not disproportionately receive excessive levels of discipline (i.e., corporal punishment, suspension, expulsion, alternative learning environment placements).

The most commonly diagnosed problem for children who receive services is «Specific Learning Disabilities,» which are problems due to reading and / or math difficulties.

The legislation and accompanying regulations have a dual focus: (1) to provide increasingly intensive expert reading instruction to ensure that students having difficulty learning to read are not simply getting too little or too inexpert reading instruction; and (2) to locate students who exhibit difficulties even after receiving intensive reading instruction (Johnston, in press), who will now be identified as students with learning disabilities.

Some 2.6 million students — one in eight in the United States — have been diagnosed with learning disabilities and receive special education in their schools.

In most cases, to receive accommodations the student must be classified as having a learning disability.

A woman, however, whose daughter attends this school and fits that description says the student, who also has a learning disability, has not received any of this 1 - to - 1 mentoring.

Most considerations of 2e are derived from gifted education, although 2e as a category has been receiving more attention from special educators interested in learning disabilities.

By far, the largest classification of students receiving special education services are those with learning disabilities.

Participants were 11th and 12th grade students identified with learning disabilities in reading and writing from two intact, self - contained social studies classes.During the three weeks of the study, students in the experimental group received content regarding the Industrial Revolution via a conceptually framed, computer - adapted text, while students in the control group were taught the same content using the district adopted textbook.

For many of my students, especially my students who have learning disabilities, it is the first award that they have received at the end of the school year to take home to share with their parents.

Students with learning challenges, those served through MTSS / RTI, EL and students with disabilities, were able to receive the individualized instruction on the foundational concepts they needed, along with appropriate practice for mastery.

Issues include how to ascertain current level of educational achievement; passing grades and parental or tutoring assistance received outside of school; impact of high IQ on achievement levels; and requirements for evaluations of a child who may have a specific learning disability (SLD).

Elementary Learning and Academic Disabilities (LAD) serves students who previously received considerable amounts of special education in the general education environment but require additional services in order to demonstrate progress toward Individualized Education Program (IEP) goals and objectives.

As she has become more interested in twice - exceptional and learning disabilities, Helen completed the School Neuropsychology Post-Graduate Certification Program in 2006 and received a Diplomate by the American Board of School Neuropsychology.

The factors that contribute to the outcome of the test are extremely variable: did the child sleep well, does the child receive support and assistance from the parents at home, is English spoken at home, is the child from a stable environment, does the child have proper nutrition for cognitive success, does the child have learning disabilities or challenges or suffer from test anxiety... and so on.

She spent over a decade teaching general education and special education before receiving her MA in special education (with a focus on Learning Disabilities) from the University of Wisconsin - Madison.

While public schools are required to grant students with learning issues or other disabilities accommodations, private and parochial schools that do not receive public funding are not required to grant students these accommodations.

The Individualized Education Program team determines where a student with learning disabilities will receive special education services.

Learn about how some people may request a religious exemption from paying SECA or FICA taxes if they are members of a religious sect opposed to receiving payments made because of disability, death, or old age / retirement.