Adapting Instruction in Response to Academic and Social Situational Tendencies: Supporting a Student with a Learning Disability

Autor/inn/en	Marita, Samantha; Hord, Casey; Gamel, Zachary
Titel	Adapting Instruction in Response to Academic and Social Situational Tendencies: Supporting a Student with a Learning Disability
Quelle	In: Learning Disabilities: A Contemporary Journal, 16 (2018) 2, S.139-156 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Learning Disabilities; Grade 8; Middle School Students; Middle School Teachers; Teacher Student Relationship; Mathematics Instruction; Algebra; Tutors; Tutoring; Secondary School Mathematics; Tutorial Programs; Mathematics Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Students with learning disabilities identify teachers' understanding of them as learners as crucial for their empowerment and success in school. This study provides insight into how the analysis of students' academic and social situational tendencies can provide teachers with better understanding of their students' educational experiences and lead to strategic adaptation of instruction. For this qualitative case study, the researchers analyzed the mathematical and social tendencies of an eighth-grade student with a learning disability as well as the support tendencies of a tutor during various tutoring situations. Findings indicated that recognition of patterns of student tendencies between learning situations helped the tutor adapt instruction accordingly to promote an environment conducive to success. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01