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Book part
Publication date: 5 June 2018

Margaret P. Weiss

Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective…

Abstract

Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective interventions for this group of students. Starting with the Learning Disabilities Research Institutes through the recent Handbook of Learning Disabilities, reviews of lines of research make several broad ideas about interventions clear. Primary among these is that students with LD can learn if provided with appropriate, effective instruction. Specifics about this idea and its implications are discussed in the following chapter.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Book part
Publication date: 25 October 2016

Margaret P. Weiss and Anthony Pellegrino

Both broad and discipline-specific curriculum standards have shifted from a focus on learning discrete content material to a broader understanding of the processes used by…

Abstract

Both broad and discipline-specific curriculum standards have shifted from a focus on learning discrete content material to a broader understanding of the processes used by disciplinary experts. Using the example of historical thinking in history/social studies, we discuss how this shift may impact students with disabilities and their participation in the general education curriculum and classroom. Specific examples of what close reading and sourcing look like in the classroom and how researchers in special education have addressed them are provided. We conclude with how this shift in thinking about process over the regurgitation of facts may be both advantageous and overwhelming to students with disabilities and their teachers.

Details

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

Keywords

Book part
Publication date: 5 June 2018

Abstract

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Book part
Publication date: 26 November 2019

Margaret P. Weiss and Michael Faggella-Luby

Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research…

Abstract

Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research indicates that inclusion in the general education classroom for core content courses correlates to better outcomes; however, the large amount of content to be covered in these courses makes it difficult to deliver targeted transition services, such as instruction in self-determination skills, in these settings. In this chapter, we briefly summarize the research on transition services for students with LD and then provide examples of opportunities for instruction and practice of self-determination skills in the general education classroom.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

Book part
Publication date: 2 January 2013

Margo A. Mastropieri, Thomas E. Scruggs, Mary Guckert, Catherine Creighton Thompson and Margaret P. Weiss

The field of learning disabilities has been greatly influenced by both legal and policy decisions throughout its relatively short history. This chapter presents an…

Abstract

The field of learning disabilities has been greatly influenced by both legal and policy decisions throughout its relatively short history. This chapter presents an overview of the historical analysis of learning disabilities and inclusion to provide a context for the present. An analysis of the studies conducted examining effects of inclusive interventions with students with learning disabilities is provided. Finally, predictions for the future of learning disabilities and inclusion are made based on the historical analysis and literature reviewed. Implications for educators, policy, and practice are made.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 2 January 2013

Abstract

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 25 October 2016

Abstract

Details

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

Book part
Publication date: 26 November 2019

Abstract

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Article
Publication date: 21 September 2020

John H. Humphreys, Milorad M. Novicevic, Stephanie S. Pane Haden and Md. Kamrul Hasan

Uhl-Bien and Arena (2018) presented a persuasive argument for recognizing the concept of enabling leadership as a critical form of leadership for adaptive organizations…

Abstract

Purpose

Uhl-Bien and Arena (2018) presented a persuasive argument for recognizing the concept of enabling leadership as a critical form of leadership for adaptive organizations. This study aims to narratively explore the concept of enabling leadership in the context of social complexity.

Design/methodology/approach

To explore how leaders enable adaptive processes, Uhl-Bien and Arena (2018) called for future research using in-depth case studies of social actors centered on emergence in complex environments. In this in-depth case study, the authors pursue theory elaboration by using a form of analytically structured history process to analyze primary and secondary sources.

Findings

During archival research of Whitney Young, Jr’s largely overlooked and misunderstood leadership in the historic social drama of the 1960s US civil rights movement, the authors discovered compelling evidence to support and extend the theoretical arguments advanced by Uhl-Bien and Arena (2018).

Research limitations/implications

The reflexivity associated with interpretive case approaches confronts the issue of subjectivism. The authors ask readers to judge the credibility of their arguments accordingly.

Originality/value

Using a relational leadership-as-practice lens, the authors interpret the dramaturgical performance Whitney Young, Jr directed to facilitate coherent emancipatory dialogue, affect the social construction of power relations and enable the adaptive space needed for social transformation to emerge.

Open Access
Article
Publication date: 25 January 2010

Christopher Gibbins, Margaret D. Weiss, David W. Goodman, Paul S. Hodgkins, Jeanne M. Landgraf and Stephen V. Faraone

This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and…

Abstract

This is the first study to evaluate ADHD-hyperactive/impulsive subtype in a large clinical sample of adults with ADHD. The Quality of Life, Effectiveness, Safety and Tolerability (QuEST) study included 725 adults who received clinician diagnoses of any ADHD sub-type. Cross-sectional baseline data from 691 patients diagnosed with the hyperactive/impulsive (HI), inattentive (IA) and combined sub-types were used to compare the groups on the clinician administered ADHD-RS, clinical features and health-related quality of life. A consistent pattern of differences was found between the ADHD-I and combined subtypes, with the combined subtype being more likely to be diagnosed in childhood, more severe symptom severity and lower HRQL. Twenty-three patients out of the total sample of 691 patients (3%) received a clinician diagnosis of ADHD -hyperactive/impulsive subtype. Review of the ratings on the ADHD-RS-IV demonstrated, however, that this group had ratings of inattention comparable to the inattentive group. There were no significant differences found between the ADHD-HI and the other subtypes in symptom severity, functioning or quality of life. The hyperactive/impulsive subtype group identified by clinicians in this study was not significantly different from the rest of the sample. By contrast, significant differences were found between the inattentive and combined types. This suggests that in adults, hyperactivity declines and inattention remains significant, making the hyperactive/impulsive sub-type as defined by childhood criteria a very rare condition and raising questions as to the validity of the HI subtype in adults.

Details

Mental Illness, vol. 2 no. 1
Type: Research Article
ISSN: 2036-7465

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