Teaching Students with Learning Differences: Results of a National Survey

Autor/inn/en	Kurtz, Holly; Lloyd, Sterling; Harwin, Alex; Guo, Beilei
Institution	Editorial Projects in Education (EPE), Education Week Research Center
Titel	Teaching Students with Learning Differences: Results of a National Survey
Quelle	(2022), (63 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Students with Disabilities; Learning Disabilities; National Surveys; Equal Education; Teacher Attitudes; Attention Deficit Disorders; Instructional Effectiveness; Distance Education; Teaching Methods; Special Education; Regular and Special Education Relationship; Misconceptions; Social Differences; Elementary School Teachers; Middle School Teachers; High School Teachers; Special Education Teachers + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerverhalten; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Missverständnis; Sozialer Unterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Special education; Sonderpädagoge
Abstract	In 2021, the EdWeek Research Center fielded a survey to learn more about teachers' perspectives regarding instructional practices that can help students with learning differences to succeed. In the survey, researchers defined this population to include students with specific learning disabilities (such as dyslexia) and students with other processing challenges that can impact learning (such as attention deficits). The study's definition of this group included students who had been formally identified for special education services and those who had not been identified for such services but experienced learning challenges. Effective approaches for teaching these students have taken on even more critical importance due to the coronavirus pandemic. Implementation of instructional best practices will be vital in helping them recover lost ground. The survey examined teachers' perspectives on effective practices, their implementation of those instructional strategies, and the broader beliefs that impact their approaches to teaching. This report outlines survey findings. The goal of the research is to provide resources that help to guide teacher training and to boost teachers' use of effective strategies. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@educationweek.org; Web site: https://www.edweek.org/research-center/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01