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What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities
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Pfeifer, Mariel A.; Cordero, Julio J.; Stanton, Julie Dangremond – CBE - Life Sciences Education, 2023
Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We…
Descriptors: Active Learning, Educational Experience, Self Advocacy, STEM Education
Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach
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Ahmed, Idris Adewale; Mikail, Maryam Abimbola – Education and Urban Society, 2023
With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic…
Descriptors: Interaction, Student Centered Learning, Individualized Instruction, Educational Change
A Critical Review of Self-Regulated Learning Interventions for Children with Attention-Deficit Hyperactivity Disorder
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Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle – Psychology in the Schools, 2018
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key…
Descriptors: Intervention, Independent Study, Active Learning, Attention Deficit Hyperactivity Disorder
Using Video Self-Modelling to Increase Active Learning Responses during Small-Group Reading Instruction for Primary School Pupils with Social Emotional and Mental Health Difficulties
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Young-Pelton, Cheryl A.; Bushman, Samantha L. – Emotional & Behavioural Difficulties, 2015
Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used…
Descriptors: Video Technology, Observational Learning, Imitation, Modeling (Psychology)