Students with Learning Disabilities

Quinn, Rutherford, Leone, Osher, and Poirier (2005) reported that students with learning disabilities have difficulty learning and this inability leads to poor academic achievement as well as behavioral and emotional problems. There is an over representation of students with disabilities in juvenile detention systems. Cognitive deficits lead to negative self-image, emotional/behavioral problems, poor academic achievement, and school failure. These factors place the student at risk for juvenile crime. Educators need to be able to teach problem students (Quinn et al., 2005).

Levine (1999) reported that children who cannot overcome learning difficulties are more likely to under-perform in school and become problem students. These children are also likely to develop low self-esteem and participate in negative behaviors. Scott (2003) noted further that there is a pattern of negative practices that lead to student failure and behavior problems. Interventions must include early influences to change these negative teaching practices. When a teacher is unable to teach students effectively, learning becomes difficult for some students an

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to put their strategies in place in their classrooms. The Strengthening Emotional Support Services (SESS) offers an active training and a consultation program to build teacher ability to serve these students in classrooms. Findings from a pilot project showed that participation resulted in increased staff knowledge, successful implementation of skills in the classroom with consultative support, positive student outcomes, and increased teacher satisfaction. In summary, the literature findings support the need for adequate interventions to prevent and reduce problem behaviors in the classroom. The need for adequate teacher training and consultation beyond training was also noted. It is concluded that more information is needed regarding important aspects of teacher training and the effects of this training on program outcomes. Methods Design of the Study Case study research with qualitative and quantitative methods will be used for this study. Case study research includes a single person or group of subjects as the focus of inquiry. For this study the single group of subjects representing the case for study will consists of all teachers who participated in the Schools Attuned program. From this group, three teachers will be
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Some common words found in the essay are:
Schools Attuned, Kinds Minds, Osher Poirier, Inclusion Specialist, District LAUSD, Services SESS, Greer-ChaseáRhodes Kellam, Brantlinger Washburná1999, Attuned Program, Teacher Librarian, schools attuned, attuned program, schools attuned program, students learning, one-on-one interviews, program effective, participation schools attuned, participation schools, randomly selected, attuned intervention, teachers randomly, teachers randomly selected, schools attuned intervention, attuned program effective, lausd 2003,
Approximate Word count = 4191
Approximate Pages = 17 (250 words per page)

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