Actively Involving Students with Learning Disabilities in Progress Monitoring Practices

Autor/inn/en	Furey, Jenlyn; Loftus-Rattan, Susan M.
Titel	Actively Involving Students with Learning Disabilities in Progress Monitoring Practices
Quelle	In: Intervention in School and Clinic, 57 (2022) 5, S.329-337 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211032618
Schlagwörter	Students with Disabilities; Progress Monitoring; Individualized Education Programs; Learning Disabilities; Inclusion; Feedback (Response); Goal Orientation; Evidence Based Practice; Outcomes of Education; Reading Achievement; Writing Achievement; Mathematics Achievement; Student Motivation; Curriculum Based Assessment; Learning Strategies; Self Determination + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Learning handicap; Lernbehinderung; Inklusion; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbestimmung
Abstract	Academic progress monitoring is essential when implementing Individualized Education Programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students' progress is monitored frequently in schools today, these students often are not actively involved in this practice. Research has shown that actively involving students in progress monitoring through performance feedback and goal setting can lead to improved academic and motivational outcomes. This column describes a progress-monitoring performance feedback and goal-setting routine that supplements typical academic progress-monitoring practices. The ways in which the routine aligns with evidence-based practices to improve student outcomes in reading, writing, mathematics, and academic motivation are discussed. Step-by-step guidance, examples, and resources are provided to support practitioner implementation. Resources for evaluating outcomes are described. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01