Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Harris, Alexandra; Cancelli, Anthony A.

doi:10.1207/s1532768xjepc0404_9

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…Lower levels of academic self-confidence in those with disability in this study did not appear to relate to a lack of academic engagement, since most statements in this category did not differ by disability status. Others have shown that academic engagement of those with disability in school varies depending on a number of factors including type of disability, nature of task and peer group (Harris & Cancelli, 1993), as well as access to support (Carter et al, 2008). However, within the higher education sector, data are lacking.…”

Section: Engagementmentioning

confidence: 99%

Student belonging: the impact of disability status within and between academic institutions.

Barnes

Kelly

Mulrooney

2021

NEW DIR TEACH PHYS SCI

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Belonging at university is a complex and important issue which relates to student attainment but is more challenging for non-traditional students, including those with disability. This study, part of a larger project, explored differences in academic self-confidence and engagement, belonging, peer belonging and institutional acceptance in those with and without disability in two academic institutions. Quantitative data, collected using a series of statements in online questionnaires, indicated that academic self-confidence was significantly lower in those with disability, as were aspects of peer belonging. By contrast, academic engagement and institutional acceptance did not differ for most statements by disability status. Possible reasons for this, and the implications of the findings, are discussed.

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Section: Engagementmentioning

confidence: 99%

Student belonging: the impact of disability status within and between academic institutions.

Barnes

Kelly

Mulrooney

2021

NEW DIR TEACH PHYS SCI

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Intolerance of human differences: A cross-cultural and developmental study of American, Japanese, and Chinese children

Crystal

Watanabe

Chin³

1997

Journal of Applied Developmental Psychology

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Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?

Boudah

Schumacher

Deshler

1997

Learning Disability Quarterly

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Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.

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Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Cited by 3 publications

References 7 publications

Student belonging: the impact of disability status within and between academic institutions.

Student belonging: the impact of disability status within and between academic institutions.

Intolerance of human differences: A cross-cultural and developmental study of American, Japanese, and Chinese children

Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?

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