Publication Date

2013

Document Type

Masters Thesis

Department

School for Social Work

Keywords

Learning disabled children-Education, Teachers of the learning disabled, Teacher-student relationships, Learning disabilities in children, Lived experiences, Social work, Academic self-perception, Collaborative model, Strength based model, Elementary education

Abstract

The purpose of the study was to examine the practices used by teachers within the classroom environment that lead learning disability (LD) diagnosed children to a positive learning experience. This study focused on exploring the practices in place that support these children in a positive way in the classroom post-diagnosis. Further, the purpose of this study was to investigate how classroom teachers interact with elementary students ages 7 -12 who have an LD and who are on an IEP. This study explored how educators implemented supportive practices to provide these children with a positive school experience, which in turn, determine how a child experiences their disability within their learning environment. The most compelling findings from this research were that the teachers' effort to support LD students was present, but barriers and limitations to these supportive practices and school-wide planning diluted provision of an adequate and positive classroom environment for children with an LD and who are on an IEP. Implications for social practice and policy highlight the need for further research in finding collaborative and team models that work well and efficiently within the school setting.

Language

English

Comments

iii, 88 p. Thesis (M.S.W.)--Smith College School for Social Work, 2013. Includes bibliographical references (p. 78-81)