Problem-Based Learning Software for Students With Disabilities

Cote, Debra L.

doi:10.1177/10534512070430010401

Cited by 11 publications

(10 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instruction should be student-centered and supported by the educator. Frequent feedback and positive reinforcement are also important to heighten self-efficacy (Cote, 2007).…”

Section: Theoretical Framework For the Use Of Simulationsmentioning

confidence: 99%

Digital Simulations: Facilitating Transition for Students With Disabilities

Zionch

2010

Intervention in School and Clinic

View full text Add to dashboard Cite

“…Instruction should be student-centered and supported by the educator. Frequent feedback and positive reinforcement are also important to heighten self-efficacy (Cote, 2007).…”

Section: Theoretical Framework For the Use Of Simulationsmentioning

confidence: 99%

Digital Simulations: Facilitating Transition for Students With Disabilities

Zionch

2010

Intervention in School and Clinic

View full text Add to dashboard Cite

“…When students possess this skill, their decisions will more likely be wiser and more satisfying. Numerous studies focus on teaching decision-making skills to individuals with disabilities and components that should be included in teaching this skill as it relates to career development includes obtaining occupational information, setting goals, making future plans, and solving problems [7,16,28].…”

Section: Career Development and Exploration During Adolescencementioning

confidence: 99%

Enhancing career exploration, decision making, and problem solving of adolescent girls with disabilities

Lusk

Cook

2009

Journal of Vocational Rehabilitation

View full text Add to dashboard Cite

This study investigated the effects of an intervention designed to address the career exploration, decision-making, and problem solving needs of girls with learning disabilities. The sample consisted of 120 9th grade girls with and without disabilities. The intervention group consisted solely of girls with disabilities who participated in an eight-session program over a two-week period. All students completed the Career Maturity Inventory-Revised (CMI-R), which measures career exploration and decisionmaking abilities. They all also completed the Problem Solving Inventory (PSI). At pre-testing, there were statistically significant differences found for girls with disabilities as a whole for these constructs when compared to girls without disabilities. Girls with disabilities who participated in the intervention had significantly better scores at post-testing on the decision-making and problem solving variables. viduals with disabilities such as the Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA). However, research still shows that even thought some advancements have been made, the success rate for women in particular when it comes to employment and post-secondary education still lags far behind. Baldwin [1] noted that only 33% of women with disabilities were in the labor force in comparison to 69% of men with disabilities. Also reported was that among women with disabilities who are employed, the average earnings are $3,100 less than women without disabilities, $8,200 less than men with disabilities, and $14,200 less than men without disabilities. According to Jans and Stoddard [26], women with disabilities were more likely to receive need-based services (programs reserved for individuals below a certain income level) such as food stamps, Medicaid, and public and subsidized housing. They also noted that more women that men were living in poverty: 34% of women who reported a work disability lived in poverty compared

show abstract

“…Okolo, Englert, Bouck, and Heutsche (2007);Cummings (2007); Cote (2007); Schaff, Jerome, Behrmann, and Sprague (2005); Smedley and Higgins (2005); and Okolo (2005) identify software programs and Web sites that provide simulations and virtual learning experiences related to science, mathematics, and social studies.…”

Section: Engaging In Computer Simulations and Virtual Learning Experimentioning

confidence: 99%

“…Teachers can foster and assess student learning creatively through technologybased educational games (Bouck, 2006;Salend, 2009). Using software programs and Web sites, teachers can create or have students access novel and motivating classroom assessments across the curriculum that are presented via video, interactive whiteboards, presentation software, or collaborative game formats (Cote, 2007;Mounce, 2008). Many of these games offer flexibility in varying the content and the nature of the skills to be assessed to match the needs and levels of many different students.…”

Section: Technology-based Educational Gamesmentioning

confidence: 99%

“…Computer simulations, problem-solving software programs, and virtual learning experiences can be used to examine student responses to a range of learning situations and provide teachers with opportunities to assess academic, critical thinking, social, and metacognitive skills (Salend, 2009). Okolo, Englert, Bouck, and Heutsche (2007); Cummings (2007); Cote (2007); Schaff, Jerome, Behrmann, and Sprague (2005); Smedley and Higgins (2005); and Okolo (2005) identify software programs and Web sites that provide simulations and virtual learning experiences related to science, mathematics, and social studies.…”

Section: Engaging In Computer Simulations and Virtual Learning Experimentioning

confidence: 99%

See 1 more Smart Citation