A Systematic Review of Evidence-Based Practices for Students with Learning Disabilities in Social Studies Classrooms

Autor/inn/en	Curtis, Mary D.; Green, Ambra L.
Titel	A Systematic Review of Evidence-Based Practices for Students with Learning Disabilities in Social Studies Classrooms
Quelle	In: Social Studies, 112 (2021) 3, S.105-119 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2020.1841715
Schlagwörter	Social Studies; Teaching Methods; Evidence Based Practice; Students with Disabilities; Literacy Education; Student Adjustment; Pedagogical Content Knowledge; General Education; Learning Disabilities; Student Needs; Best Practices; Kindergarten; Elementary Secondary Education; Identification; Inclusion; Screening Tests; Eligibility; Interrater Reliability + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adjustment; Adaptation; Pädagogische Kompetenz; Allgemein bildendes Schulwesen; Allgemeinbildung; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Inklusion; Screening-Verfahren; Eignung; Interrater-Reliabilität
Abstract	Progressing through schools may be challenging for some students, especially those with learning disabilities (LD). In social studies, for example, students grapple with increasingly complex texts, independent work, direct instruction, critical thinking, analysis, and other learning demands. As students transition from elementary schools where generalist educators have strong literacy experience but typically poor social studies content knowledge to the secondary level where teachers are content specialists who may lack literacy pedagogical knowledge, learners may experience difficulty adjusting to expectations for independent learning and reading of expository textbooks, which is particularly difficult for students with LD. There is a continuing need to identify strategies to help struggling learners in the content area. The growing move to place students with LD in general education social studies classes warrants a closer look at learners' experiences and teachers' ability to meet their students' needs. Evidence indicates that students with LD can achieve success through use of appropriate strategies; but social studies teachers do not feel equipped to successfully aid struggling learners. This study provides a systematic review of the literature to explore best practices for teaching students with LD in K-12 social studies classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01