Browsing by Author "Russo, Gabriella Marie"

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    A Preliminary and Qualitative Exploration of Best Practices for Enhancing the Learning Experiences of Elementary Children with Learning Disabilities within Inclusive Classrooms
    (2023-11-16) Russo, Gabriella Marie; Andrews, Jac J.W., Dr.; Andrews, Jac J.W., Dr.; Drefs, Michelle, Dr.; Burns, Amy, Dr.
    According to the Learning Disabilities Association of Canada (LDAC), learning disabilities are the most common exceptionality among Canadian children (2017). Students with LD’s experience deficits in the foundational areas necessary to succeed in school and beyond and research highlights the necessity of early intervention for students with learning disabilities and other exceptionalities (Cooper et al., 2014; Johnson, 2017; Pesova et al., 2014). For educators and parents, public education is seen as one of the top priorities for Albertans (Alberta Teacher’s Association, 2023). There is a gap in the research exploring the opinions of experts in the field of learning disabilities regarding best practices for supporting elementary students with learning disabilities within inclusive classrooms in Alberta, Canada. This study explored those opinions through a Delphi-Focus Group hybrid study. Participants identified as experts in the field of learning disabilities (N=15), participated in three focus group sessions exploring their opinions on various topics. Resulting transcripts were anonymized, analyzed using qualitative content analysis (Mayring, 2022), and verified through an intercoder check. Results were organized into main categories and subcategories. Areas with approximately 50% agreement or higher among experts were identified as having more practical impacts on the field. These areas included modifications to teacher training programs (i.e., a better understanding of inclusion and how students with learning disabilities learn), greater opportunity for collaboration among more and less experienced teachers, the use of direct instruction as the primary instructional method for students with learning disabilities, the importance of connection before curriculum, advocating to government (i.e., more government funding), and addressing barriers (i.e., failure of policy and the system, increased demands on teachers, large class sizes, complex classrooms, lack of access to good resources and supports for identified students). Future directions are also discussed.