Students with Specific Learning Disabilities (SLD), our largest category of students with disabilities, leave high school with a regular diploma at dramatically different rates across the states (Cortiella, 2013). This comprehensive survey examined the perceived differences by English and special education teachers among their students with SLD in general education classes. It explored the observed traits of students with SLD in order to establish a practical definition of Mild SLD, Moderate SLD and Severe SLD (APA, 2013). The study analyzed the perceived differences among students with SLD based on factors with a continuum of severity (meaning reading achievement and rate of improvement), interventions, instruction, and disabling traits (such as ADD/ADHD, working memory, aggressive behavior, and intelligence), and expected high school graduation outcomes. Findings included differences between the perceptions of teachers on reading levels, poor working memory, support from RTI staff, rate of improvement, and graduation outcomes. Contrary to the literature, intelligence was found to be a disabling trait of students with SLD. It is recommended to include a values-engaged approach in program evaluations, to development RTI interventions and cut-off scores for Mild, Moderate and Severe SLD, and to collaborate on socio-emotional support for students with SLD.
|Advisor:||Harvey, Michael W.|
|School:||Ball State University|
|Department:||Department of Special Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Keywords:||Definition, Disability, Exploration, Learning, SLD, School, Teacher|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be